Digital Pedagogy in Schools

Starting the PGCE program this year has introduced me to many new concepts. One of the instrumental concepts is pedagogy, which is a method of teaching in the classroom.

Based on the text (http://digitalhumanities.org/dhq/vol/5/3/000106/000106.html) people have the preconceived notion that “digital pedagogy” is strictly associated with the use of computers but this is not the case. Digital pedagogy is a method of teaching that uses modern technologies or techniques to educate learners, an example of which is the digital humanities. The digital humanities is an area of teaching that incorporates both the humanities (study of culture through academic subjects) and the use of digital media (not always), as an additional tool in teaching methods, to invoke alternative or alien perspectives on a particular concept (Edu-hacking). 

I believe that hybrid pedagogical perspective on teaching is well suited to modern education purposes in our society, considering the influx of technology into our lives. Digital tools should used in moderation. Jerome McGann described computers as interpretive machines that are a means to carry out his current and future projects but not as the creator of the research ideas. It is a tool that allows the classroom to remain up to date on current events and developments in the subject at that point in time but not to distract leaners or cause them to become "lazy". There are a number of other issues being debated such as of how computers affect learner’s literacy and cognitive development.

Sean Latham explained that “The digital text seemingly makes reading too easy, allowing one to search out specific terms without the labour required to place them in their proper context", after he found that his students weren’t actually reading the prescribed book in the proper context but rather referring to the digital notes they were given and using search engines. Therefore application needs to be put in place that prevents this abuse of technology and stimulate the students to engage in class with each other. Brad Pasaneks applied a method of instructing the students to read the material first and during the class before making the digital notes available in class which stimulated the students to answer and discuss the content. The non-digital tools should continue to be utilized as many concepts require a translation of the subject language into a format the students can relate to and form their own opinions on. The non-digital tools bring a social dynamic that allows students to put forward their opinions for discussion and generally stimulate each other’s learning potential through public dialogue.