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

Computer Use 774

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.

Collaborators;

AN Januarie 18477119

HJ Mostert 18286976

JB Joubert 1784188

JK Arendse 17483905

L Adendorff 18255213

M Nortje 17911427

M van der Westhuizen 18432050

N Bodiat 18179320  

RA Jagers 15487008

S Land 17494060