Towards a disruptive pedagogy

Over the past 40 years, the goal of using technologies within learning and teaching processes has always been the incorporation of more effective practices and strategies to redefine the task of learning. Some authors claim that the exercise is not working; other authors beseech us to rethink learning processes to the extent that we are dealing with an entirely different set of experiences in the digital native. Yet, in the past five years, the technologies themselves have shifted from being complex and expensive to being mobile and apparently simple, able to be pressed into service to advantage the individual learner. This paper explores several cases where the teacher has focused more on learning with technologyenablement rather that developing a skill-set that mimics traditional teaching processes. The examples demonstrate that change is happening but with newer technology tools and the activities of the learner are no longer being controlled by a fearful and technologically inept instructor.