Digital Pedagogy; Orientation, Practices, Competencies and Pedagogical Model: A Contemporary Digital Technology

Abstract

Digital pedagogy is the study and use of contemporary digital technologies in teaching and learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning environments. Digital pedagogy also has roots in the theory of constructivism. The global COVID-19 pandemic has caused a rising interest in the use of digital pedagogies and the need to teach remotely. The model for digital pedagogy is discussed in terms of three dimensions: a) pedagogical orientation; b) pedagogical practices; and c) the digital pedagogical competencies it provides for the teacher. This article is written on the basis of articles published in the years 2014 to 2021; a total of 27 articles are included in this. The findings suggest that, first, in many cases; pedagogical orientation is labelled as socio-constructivist and student-centred. Second, pedagogical practices are the methods used to promote students’ learning; they involve, for example, collaboration and social knowledge construction. Finally, in addition to technological, pedagogical, and content knowledge, teachers’ success in blending digital technologies into their teaching is improved by high self-efficacy and strong peer-collaboration skills.

The phrase global information society is much used; it can be taken that we are living in a highly interconnected world. Information and communication are no longer limited to our local environment; they are not restricted by boundaries. The types of skills required in traditional professions have changed due to technology and the machines we use across a range of industries and professions, and because the way we conduct business has changed. New professions are constantly emerging due to the increase in technologies. The students in our classrooms will be entering this new digitised workforce and schools bear some responsibility in preparing them for that. While much debate exists on whose job it is’—schools’ or universities’—there needs to be an acknowledgement by all sectors of education that society and our working life are increasingly digital. Preparing students to be successful, contributing members of that society is a shared responsibility.

Perhaps one of the strongest reasons a digital pedagogy is needed is the impact digital technologies have on student engagement and motivation. Learning is viewed more positively and hence learning outcomes are often easier to achieve due to the added element of digital technologies. It is a simple idea: students enjoy using digital technologies in their lives outside of school and so come to school with a predisposition towards digital technologies. Lessons or learning experiences that include such tools are viewed more positively