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’.
E-Learning pedagogy in the Primary School Classroom: the McDonaldization of Education.
Australian Journal of Teacher Education, 33(5).