Computer Use 774
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.
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.
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Hypothes.is: (You need to create an account, download the chrome extension)
Reference List
Blended Learning
Assessment: Ideas and Content = 6, Writing Quality = 3, Community and Collaboration = 3, Total = 12.
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