Digital Pedagogy [Bloggers H: Stommel (2014), UCF (2017), and Hypothes.is]

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Bloggers H: Blog Post - 29 March 2017

Critical pedagogy is an approach to teaching and learning that fosters agency and empowerment in learners. Therefore, critical digital pedagogy is the addition of technology into this approach. Additionally, technology opens a new educational space across the world to come together and discuss the content. However, “Far too much work in educational technology starts with tools, when what we need to start with is humans.” (Stommel, 2014).

When focussing on Critical Digital Pedagogy we must ask: “How can we build platforms that support learning across age, race, culture, gender, ability, geography?”. Consequently, critical digital pedagogy needs to start by allowing equality in learning across these groups that ultimately empower them. (Stommel, 2014)

An example of integrating technology in the classroom is blended learning (UCF, 2017). This entails reducing the teacher centred approach while incorporating technology. The learners can complete digital tasks anytime and anywhere thereby reducing the contact time the teacher required to relay content. However, critical pedagogy still needs to be incorporated to promote equality among the learners. This can be achieved by making full use of the reduced class time to focus on enhancing the learner’s literary and conceptual skills. Thus, the teacher can focus on the developing the learner's skills and abilities to increase their ZPD . Additionally, an example of ‘blended teaching’ is through an efficient concept called ‘e-exams’. ‘E-exams’ remove the process of the learner physically writing the exam, and the teacher marking it, as the system marks the exam seconds after the learner has finished typing and submitted it (UFC, 2017). 

To enhance the learner’s literacy and conceptual skill you can make use of Hypothes.is. The fact that Hypothes.is can be used to hold learners accountable for having done the reading of an article or context being discussed in class, could help learners with their annotation and reading skills which leads to granular feedback and improving literacy skills. Hypothes.is allows you to reach out to other learner’s notes. This will build a platform supporting learning across all races, culture, gender and abilities, which links with the use of digital pedagogy. Consequently, minimising inequality and empowering learners across all pedagogical capabilities. 

Before the use of technology is incorporated, one must first assess the learner’s literacy and critical thinking abilities. Therefore, critical digital pedagogy is a discipline that merely incorporates technology into the classroom but does not allow it to run the classroom.

Digital Pedagogy [Bloggers G: Morris (2013), Stommel (2013), and Hamilton (2014)]

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Bloggers G: Blog Post - 22 March 2017

Digital pedagogy broadly refers to "the use of electronic elements to enhance or change the experience of teaching" (Stommel, 2013). Digital pedagogues should not only possess knowledge on how to use digital technologies critically within the classroom, but use these technologies to change the way we have been thinking about teaching. In this way, technology in the classroom can become advantageous to both teachers and learners. To examine the good, bad and ugly aspects of digital pedagogy, we look to three independent blog writers and their takes on the topic.

Morris (2013) looks at teachers who incorporate technology into the classroom and how this does not automatically make them digital pedagogue. One can look at the invention of the Learning Management System (LMS) as an example thereof. According to Morris (2013), LMS was unsuccessful due to its prematurity. In other words, it did not push the capability of the internet nor did it motivate innovation within the classroom. LMS was thus a dull teaching method which could not match the vastness of the internet. Digital pedagogues should reach beyond the limitations of the LMS (Learning Management system), because to them teaching begins with inquiry, not authority or expertise.

According to Hamilton (2014), educational standards can limit the aims of a critical pedagogy. This means that educational standards can often dominate teaching circumstances. The reason being that a critical pedagogy exists for helping students question and challenge these standards. Standards, on the other hand, would limit them to do so. Hamilton (2014) states that there are three degrees to developing a richer notion of access that should be taken into consideration; access, which includes functional access (ability to use), experiential access (ability to use in personal context), and lastly critical access (ability to choose to use). These can all be considered limitations of digital pedagogy.

Practice makes perfect, right? Well, to become an expert at digital pedagogy one needs plenty of practice, patience, and experimentation. Digital pedagogy is not a path through the woods, instead, it is a compass which requires people working together towards a common goal for it to function well (Stommel, 2013). Generally, teachers will want to embrace digital pedagogy as a tool in their belt of teaching models. Nevertheless, it may not be as easy as reading up on the subject and inserting the techniques into the classroom. It seems that the process of becoming a digital pedagogue will be similar to the process of learners learning from a digital pedagogue.

Effective ICT integration [Bloggers F: DoE (2007), Krause (2010), and Muthler (2015)]

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Bloggers F: Blog Post - 15 March 2017

Today, students constantly spend time on the internet, however this does not mean that they develop online research skills and that deep learning takes place (Muthler, 2015). Learners have to learn how to use the correct search terms and effectively check the reliability of information (Mutler, 2015). Integration of Information and Communication Technologies (ICT) can be an effective means of communication and a tool for learning in an educational context. The challenge is then to exceed merely exchanging information and to provide learning in a meaningful way (DoE, 2007).

Krause (2010) highlights two major problems with ICT integration, mainly interactive whiteboards (IAW). Firstly, he argues that these IAWs introduce very little transformative attributes into the classroom and often mimic the function that a standard blackboard presents. Secondly, a disconnection between teachers and technology takes place which can be attributed to the difficulty of using the boards. Therefore, acquiring relevant and appropriate ICT knowledge and skills enables the teacher to effectively integrate ICT in teaching, learning and administration.

The Department of Education’s approach to e-education and the integration of ICT into teaching and learning is guided by pedagogical, technical, as well as collaboration and networking dimensions (DoE 2007). In the light of the teacher development framework, firm key elements and guidelines are there to help a teacher in various aspects in and around the classroom, for example self-management and being an innovative teacher that conveys in-depth knowledge (DoE, 2007). This contributes to the aims of ICT to prepare teachers for the challenges of 21st Century education and to ensure that their students have the necessary skills for development and growth.

Furthermore, implementation of teacher development programmes must be subject specific. Programmes should be needs driven with requirements of specific subjects and teacher development. The development depends on the level of the teacher, where each level allows teachers to acquire a set of skills and knowledge. This contributes to the learning process of the learner. ICT equips learners with skills needed to assess and analyse given information and equips them with skills to contribute successfully to society and groups.

In conclusion, teachers need to be trained with a necessary set of skills to provide effective integration of ICT in the classroom. The development of the teacher contributes to the learning process of the learner. Therefore, learning through ICTs should be provided in a meaningful way.

Effective Pedagogy [Bloggers E: Foley (2014) & Wills (2015)]

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Bloggers E: Blog Post - 8 March 2017

Effective pedagogy refers to the idea that the learner as a whole (personal, social and behavioral standings) are taken into consideration when teaching takes place. Thus, the teacher uses strategic teaching methods so that the learner does not feel threatened, but creates a healthy and positive environment in the classroom.

Although teachers mostly focus on progressive academic outcomes, they also serve as a support system to learners outside the academic environment, which ensures the emotional well-being of the learner. Teachers should be available and accessible on an open communication basis so that student concerns and worries can be heard. They should also show empathy and understanding for learners’ current circumstances and provide them with the tools with which to facilitate a positive outcome. When a learner feels that he/she is in a safe emotional environment, it stimulates the learners will and desire to succeed academically.

Teaching, and therefore learning, can be enhanced by developing teaching methods which are stimulating and absorbing. By understanding how a student learns, effective teaching practices can be developed and implemented in the classroom.

Key elements of teaching practices, which are known to increase the academic performance of learners, include: consistency, communication, and structure within the classroom. It is also vitally important for learners to be actively engaged and involved in the classroom environment, as this allows ample opportunity for the students to respond and fully engage with the topics.

An educator should be well aware of the educational and household influences learners seem to operate best in, and then to find an equilibrium between the two for optimal learning. Relating what the learner knows and what the educator wishes to achieve in the classroom is an excellent manner for cohesion of life skills and learning the curriculum content to take place. Learners tend to learn new concepts and habits by practically including themselves in classroom activities. This eventually
allows them to visualise certain images and ideas, which support their learning. In Willis (2015), this idea was constructively displayed.

With regard to the blog posted by Abby Wills, one can assume that as a teacher, one should be more trusting with the potential of the students; to allow the students to take more responsibility with regard to the classroom’s environment. She mentions/suggests how one should allow creativity and imagination of the students to also be an aspect of the calmness and mindfulness created within the learning environment. In order for mindful teaching to take place, one also needs to be fearlessly honest with what is working within the classroom and what is not.