Skip to main content
Article thumbnail
Location of Repository

Teaching with wikis: addressing the digital divide

By Gayani Samarawickrema, Robyn Benson and Charlotte Brack


This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students’ uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants’ teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline

Topics: T Technology (General), L Education (General)
Year: 2008
OAI identifier:

Suggested articles


  1. (1992). Action research as a form of staff development in higher education. doi
  2. (1995). Action research as ongoing professional development. Arts Accord Affiliation of Arts Educators,
  3. (1995). Becoming a critically reflective teacher . Jossey-Bass,
  4. (1995). Becoming a critically reflective teacher. Jossey-Bass,
  5. (1986). Becoming critical: Education, knowledge and action research. The Falmer Press, doi
  6. (2003). Boomers, Gen-Xers and Millennials: Understanding the new students.
  7. (2007). Collaborative learning online: Integrating media in case-based learning for clinical biochemistry.
  8. (2006). Communities of practice and professional development. doi
  9. (2007). Control and constraint in e-learning: Choosing when to choose . doi
  10. (2007). Control and constraint in e-learning: Choosing when to choose. doi
  11. (2002). Cultivating communities of practice. doi
  12. (2005). Diffusion of innovation and professional development in eLearning: The CHS eLearning resource case study.
  13. (2003). E -Learning in the 21st Century: A framework for research and practice. doi
  14. (2003). E-Learning in the 21st Century: A framework for research and practice. doi
  15. (2001). Engaging sympathies: Relationships between action research and social constructivism,
  16. (2001). Engaging sympathies: Relationships between action research and social constructivism, in
  17. (2008). First year students' experiences with technology: Are they really digital natives?
  18. (1971). Knowledge and human interests . doi
  19. (1971). Knowledge and human interests. doi
  20. (1978). Mind in society: The development of higher psychological processes doi
  21. (2004). Online interaction impacts on learning: Teaching the teachers to teach online,
  22. (2005). Paradigmatic controversies, contradictions and emerging confluences,
  23. (2005). Participatory action research: Communicative action and the public sphere, doi
  24. (1972). Pedagogy of the oppressed. doi
  25. (2006). Research and teaching: Beyond the divide .
  26. (2006). Research and teaching: Beyond the divide.
  27. (2008). Research Proceedings Teaching with wikis: addressing the digital divide
  28. (2004). Student learning and the scholarship of university teaching, doi
  29. (2007). Supervising Generation X. Educational Leadership,
  30. (1999). Taking learning seriously, doi
  31. (2008). The ‘digital natives’ debate: A critical review of the evidence. doi
  32. (2006). The changing face of the Australian teaching profession: New generations and new ways of working and learning. doi
  33. (1999). The scholarship of teaching, doi
  34. (2004). The wisdom of crowds, doi
  35. (1991). Transformative dimensions of adult learning. Jossey-Bass, doi
  36. (2006). Understanding and promoting transformative learning (2nd edition). Jossey-Bass, doi
  37. (1996). Understanding staff development. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.