Critical Digital Pedagogy: A Definition
Adjectives towards current classroom pedagogy like misdirected, mispresented stood out while reading this article in reference to our current education system and classroom environments. I feel that many students and instructors probably have these type of feelings or concerns, but we don’t know how to come together as a whole and unite to ask questions of what do we really need for universal growth and development in and out of the classroom. It is critical to ask the questions presented regarding how the classroom should benefit us other than achieving a grade and changes that need to be made in curriculum taking advantage of the digital technologies that can serve our needs and development. Our roles in making those effective, lasting changes not just for ourselves but for students who will come after us. I think it is our Social Responsibility to do so overtime and analyze effective ideas that create contributing roles in Higher education.
Critical digital pedagogy seems to be an idea that can built upon but in trying to reaching a vast diverse audience would require active participation outside of just the classroom and social responsibility. It can be a way to learn more from other students and how they are structuring their classrooms internationally and domestically. Overall we should remain consistent with creating a community and a place were listening to each other is a profound requirement and inquiry into finding more productive ways to spend our time together while learning together. Each student body that enters the classroom every Semester will need this type of focus and understanding of the continuing role of Higher Education or a flexible hybrid of it related to critical pedagogy empowerment or praxis.
Technology is not Pedagogy
It would be challenging as briefly discussed in the article to create an effective learning community through a screen that would have the same effect as being in person. Though online learning can reach many and the classroom has an opportunity to be created anywhere as long as there is a Wi-Fi connection and devices available it shouldnot be looked at as a convenient way to replace or function as an effective learning environment. I can say from personal experience that online learning is stressful and when you have questions to ask you to have to wait for feedback or an email that could take days and it becomes an impersonal way to teach. We need that interaction and community that functions as a whole when only together and being mindful of each other’s presence.
In using digital technologies for learning will require social responsibility, collaboration and realizing that corporations will continue to find unethical ways to take advantage of the online learning platforms related to ed tech. We have to remain mindful of how we use such technologies to create our classrooms. Academic institutions will also have to remain ethical in what learning technologies their institutions provide for teachers and students to collaborate and take test as this may not be favorable for all. Also it becomes challenging to empower human interaction or collaboration as students through a screen. Even a structured digital platform will have its own biases and reasoning for use.
Messy & Chaotic Learning: A Domains Presentation at Keene State College
We are still learning how the effects of digital technologies are reshaping of our classroom communities and relationships towards learning experience as well as interaction with each other as a vital part of the collaboration process in certain courses. I feel it is difficult to separate ourselves from how we use the web for different reasons each day either socially or as a student. Our identities are intertwined in the digital technologies we are familiar with. Each having its own purpose and effects on our lives. Each engagement and functioning of digital technology as s student will have its own benefits but if we are to focus on a more educational technology that evolves and revolves basically outside the classroom it will reshape our learning and participation. How we deliver and access our information will also be a factor when resources outside our syllabus or curriculum are needed. Functionality of websites and how corporations will find ways to sneak in and use student information for algorithms to market products and services is another concern. To keep educational technology strictly educational and absent from any outside influences it will take effort on us to find ways of keeping boundaries. The way we use digital technology as students to meet our needs will require new rules and guidelines built into them and hopefully remain ethical for their use. It will be the students and institutions role to be socially responsible and ask questions of the types of software or technologies that are being placed at our fingertips, and we trust to use and share our intellectual properties. Having a domain name allows students to have a place to store, share any collection of content they create and the freedom it brings comes with a price of worrying about privacy and how we manage ourselves in the Meta world and the alternate identities we create depending on the discourse community and platform use. Things can get messy if we don’t know where we are heading with the digital technology and transience of it.
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