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'Technological Change and Professional Control in the Professoriate'

机译：“教授中的技术变革与专业控制”

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摘要

Scholarship on technological change in academe suggests that the adoption of instructional technologies will erode professional control. Researchers have documented the pervasiveness of new technologies, but neither demonstrate how technological change is experienced by faculty nor collect data that permit assessment of consequences for professional control. Drawing on a sample of interviews with forty-two professors at three research-intensive universities, this research makes two contributions to existing research. First, in contrast to existing depictions of technological change in higher education, the findings reveals that academics perceive instructional technologies to have limited value in enhancing education and that technology use is rarely motivated by pedagogical innovation. Second, the study suggests that a relationship between technological change and "unbundling" of the academic role may be overstated. These data indicate that technological change threatens professional autonomy through exclusion from decision-making processes, increased workloads, and delimited teaching and research roles.
机译：关于学术界技术变革的奖学金表明，采用教学技术会侵蚀专业控制。研究人员已经记录了新技术的普遍性，但是既没有证明教师如何经历技术变革，也没有收集可以评估对专业控制后果的数据。根据对三所研究型大学的42位教授进行访谈的样本，这项研究为现有研究做出了两点贡献。首先，与现有的高等教育技术变革描述相反，研究结果表明，学者们认为教学技术在加强教育方面的价值有限，而技术的使用很少受到教学创新的推动。其次，该研究表明，技术变革与学术角色的“分拆”之间的关系可能被夸大了。这些数据表明，技术变革通过排除决策流程，增加工作量以及限定教学和研究角色，威胁到专业自主权。

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