“Critical Digital Pedagogy: A Definition’ , explores the evolution of pedagogy in higher education. The authors stress the role of Critical Digital Pedagogy as a reaction to shifting educational landscapes, environments and issues with power, agency and oppression. Traditional education was not effective because it focused much on assessment and less on student engagement and self discovery. Digital Pedagogy`s goal is to demand engagement from every student. The authors claim education is about empowerment and not just content delivery.
Although I do think technology can engage students, I really cannot say it always engages them. Honestly, too much time behind the screen causes disengagement. There are too many distractions. I do agree with the idea that traditional education focuses too much on the wrong things. I think there needs to be more of a balance. I am not sure exactly what that balance is, but I know there has to be a way to keep students engaged without focusing so much on assessment, but still be able to distribute grades. Realistically, in middle school, things like grading and creating assignments have little flexibility. However, there are certain lessons and moments where you can promote a more non traditional approach to learning.
“Messy & Chaotic Learning: A Domains Presentation at Keene State College” discussed the benefits and challenges of “messy” learning environments. The author claims that learning is not always structured or predictable so we cannot expect learning environments to be like that. Students explore and make mistakes and should feel allowed to when they are engaged. They also address the role of digital spaces and how they give students a self of control over their learning. On the other hand, the author acknowledges that “messy” learning can be harder to assess.
I would not categorize myself as a “messy” or chaotic teacher, BUT I do know and understand that sometimes learning is just that. I think it’s more of almost inviting chaos and being comfortable with sitting in it while the students figure it out and work through their thoughts.
“Technology is not Pedagogy” discussed how just because online learning is now a very realistic way of approaching learning, but challenges whether students are actually learning or not. According to Morris’ no one can really answer the question of what happens when learning goes online. Online courses are a poor substitute for classroom learning because the human aspect, dialogue and conversation, does not always transfer unless the instructor makes sure of it.
I couldn’t agree more. Technology could be a useful tool in the classroom and online learning can be successful, but it has to be done a certain way. You cannot get rid of the aspects that actually promote the learning and shove content at students. That is when students begin to just google answers and shuffled through their work quickly without putting any thought into it.
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