Learning with digital technologies, at least when framed by moral commitments, requires lifting up specific epistemological frames, beginning with a conviction that learning involves human persons in interdependent communities who are involved in a shared search for truth. Such a conviction necessitates moving from teaching-centered to learning-centered pedagogies, and from explicit content to shaping tacit forms of knowing. Digital technologies can prove highly beneficial when used within those constraints.
Journal of Moral Theology
Mount St. Mary's University
Hess, Mary E. “Learning with Digital Technologies: Privileging Persons over Machines.” Journal of Moral Theology 4, no. 1 (January 2015): 131–50.
Hess, Mary E., "Learning With Digital Technologies: Privileging Persons Over Machines" (2015). Faculty Publications. 26.