ResearchOnline@ND

Authors

Matthew Etherington, University of Notre Dame AustraliaFollow

Title

E-Learning Pedagogy in the Primary School Classroom: the McDonaldization of Education

Document Type

Article

Publication Date

2008

Abstract



This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level—face-to-face pedagogy— and then critiques what he describes as a ‘fetishisation’ of technological pedagogy—a fetishisation seen in the increase of E-learning pedagogy at the primary school level. The ideas expressed in this article gain their structure and momentum from Ross’s (2000) arguments against E-learning and extends a more cautious approach to the widespread belief in the success of E-learning pedagogy. The main thesis is that E-learning spawns numerous problems for primary students—namely a homogenisation and dehumanisation. This ultimately leads to what Ritzer (2000) calls a ‘McDonaldisation of education’.

Comments

The Australian Journal of Teacher Education is an Open Access publication and this article may be accessed in Full Text from the publisher here

The Australian Journal of Teacher Education may be accessed from the National Library of Australia here

Recommended Citation

Etherington, M. (2008). E-learning pedagogy in the primary school classroom: The McDonaldization of education. Australian Journal of Teacher Education, 33(5), 29-54.