Digital Pedagogy part 2

The article suggests that in order to become an expert in digital pedagogy we need to research, experience and be open to each new learning activity, technology or the collaboration. Digital pedagogy is a discipline but in a dynamic and playful sense of the word. I agree with this and feel it is necessary to not take it too serious but rather to enhance teaching with the tools that are available to create a fun and creative environment for learners. This is after all the best way to take in any information and it will end up feeling like something you want to do instead of something that requires effort and hard work.

Today we do not rely solely on books for information. We have several ways to collect knowledge or data by means of the internet, E-books, databases, digital archives etc. Information has become readily available for use and the digital tools inspire us to often use them in a way the designer couldn’t anticipate. Since it has become so easy it is important for us to handle our technologies roughly and to think critically about these tools and how we use them and who has access to them.

Howard Rheingold argues we must develop a participative pedagogy that are assisted by digital media and networked publics that focuses on catalysing, inspiring and nourishing literacies essential to individual and collective life in the 21^st century. Digital pedagogy should thus be seen as less about knowing but more of a process of play and rediscovery. This will ensure that pedagogy honours learning that is life-long and that cultivates a desire to write or learn beyond the years of graduation.

Although it is important to consider all the tools and the importance of digital pedagogy, we should also remember that there is a place for all styles of classroom practice and that not all teachers are pedagogues.

The article also argues that the Learning Management System was a mistake because it was premature and also not a creative decision. I agree with this since it is important for today’s learning systems to take advantage of the possibilities the internet provides us with and to use it in such a way that we benefit from it.

It is of utmost imprtance that teachers realize the worth of digital pedagogy since it is willing to improvise, respond to a new environment and also be open to experimentation.

My response to the article Digital Pedagogy unplugged

What is digital pedagogy? Digital pedagogy is not using digital technologies for teaching but rather approaching these technological tools from a critical pedagogical perspective.

The article asks an important question regarding digital pedagogy: does it have to be electronic? Technology has become such a big part of our lives and we simply cannot imagine our day to day life without it which brings us back to their question: can digital pedagogy exist without it? There are both positive and negative connotations linked to this debate but one thing is for certain, the digital and non-digital are both tools that can be equally helpful when teaching.

The article suggests that we must not only explore unfamiliar technologies but also de-familiarize those we think we already know. This is very important since it is assumed that everyone is on the same page when it comes to the use of technology. For example, it was expected from the students in my PGCE class to create their own blog and link this with their current or new twitter account. It occurred to me after our lecturer briefly explained how to set up both accounts that there are still people who struggle to understand the concept of technology and that this might not be the most effective tool to further their knowledge. This does not mean their abilities are considered inferior to those who thrive on technology; it simply means we cannot assume a general method for each learner since this might lead to conformity which in my opinion is not the best practice... Anyway, back to the article:

José Bowen, a dean at Southern Methodist University suggests we start “teaching naked”. This means removing all the computers and projectors from the classroom. He promotes in-person discussions that have been displaced by these technologies. Similar approaches have been followed by high school teachers. To me this is a very drastic approach. Although I agree that the focus has been placed on the technology rather than the actual information teachers are trying to get across, I firmly believe this has happened since not enough time has been spent on intertwining the two tools in a way that the learners do not get side tracked by e.g. the video being showed rather than the content that is being given. Teachers merely have to be more creative when combining lessons with technology.

To answer the articles question whether or not digital pedagogy has to be electronic, I would say no. This does not mean other ways have to be used to work around technology when teaching but simply that when these digital tools are being used, they should not be used for the sake of only using them but rather ensuring they serve a purpose and further the learners’ knowledge.