Knocking down walls: on-screen reading and university teaching
Abstract
Introduction: In this study, the categories "paper reading", "screen reading" and "ways of reading" were analyzed through the words of teachers who belong to different disciplines and headquarters of the Universidad Nacional del Comahue (UNCo), Patagonia, Argentina. Method: For this study, part of a major investigation carried out within the framework of a doctoral thesis in Education, the constant comparative method was used, and qualitative data from semi-structured interviews with teachers, conducted during the 2014-2017 period, were analyzed. Objective: The main objective was to determine the representations of UNCo lectures regarding screen reading and their relationship with the task of teaching at university. Results: Concerning results, on the one hand, it was observed that the ratings on screen reading were different when the focus was shifted from the task of teaching to research. On the other hand, there were several changes in the ways of reading and teaching, although it was admitted that these do not always lead to profound transformations in education. Conclusion: The main conclusion was that, in certain situations, it seems that the so-called “new” technologies have demolished several walls, allowing for more extensive and open ways of teaching, but at the same time, it is noted that new walls have been erected, some of which only reproduce old pedagogical models.
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