The technological revolution in higher education is regularly promised but, like flying cars and jetpacks, seems to be always just on the verge of arriving. MOOCs and DOCCs, flipped or virtual classrooms, screencasting, and e-learning dominate the current landscape but in previous decades typewriters, projectors, educational television, and CD-ROMs brought with them renewed promises of a pedagogical paradigm shift.
Often this revolution is portrayed in terms of technological interventions, additions, and disruptions in what is taken to be a non-technological space. But hasn’t teaching always been technological? Were not abacuses, writing slates, ink pots, and blackboards technologies with their own particular scripts for scholastic action? Are not both books and e-books technological aides?
In truth, technologies have always been a part of teaching but we seem to spend much less effort reflecting on the influence of these outmoded methods than the potential impacts of Udacity  or Minerva University [2, 3]. The purpose of this session is not to assess whether or not revolutions in teaching tracked technological innovations, nor to embrace or thwart new revolutions. Instead, we will explore the contention that anachronistic technologies offer particular values that cannot or should not be superseded by hi-tech solutions. We will look at the pedagogic values of lo-fi technologies, slow technologies, and ‘non-technological’ technologies. What does the ‘low tech’ classroom offer an educator and a student?
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