I have written a chapter for a new book coming out this winter on Dialogic teaching and technology.

The concomitant shift in terms of the traditional teacher within the new technological age then is one of ‘arbiter of knowledge’ to ‘facilitator of learning.’ This seismic shift in pedagogical dynamic has not divided teachers along the lines of age, but rather along the lines of technical proficiency and ambition with many older teachers showing the kind of patience and ambition required to master new technological literacies. The current trend is certainly one which ‘valorizes the virtual‘  but this has often has the effect of polarizing discourse on technology and creating a reductive ‘either/or’ mindset among many English teachers.