Digital Pedagogy

By: Team Awesome

(Laura, Tim, Jie, and Crystal)
 Pedagogy
• The term comes from Ancient Greek
– “to lead the child”

• Definition:
– The art or science of
teaching
Digital Pedagogy
Digital Native and Digital
Immigrant
• Digital Native:
– Individuals who grown up
with new technology

• Digital Immigrant:
– individuals who grew up
without digital technology
and adopted it later
Major Cause of the Difference
• Students’ thinking patterns
have changed

• Brain structures are

changed due to different
kinds of experiences
 Differences Between Digital Native
& Digital Immigrant

Digital Native Learners Digital Immigrant Teachers

Prefer receiving information quickly Prefer slow and controlled release of
from multiple multimedia sources. information from limited sources.
Prefer parallel processing and Prefer singular processing and single or
multitasking. limited tasking.
Prefer processing pictures, sounds and Prefer to provide text before pictures,
video before text. sounds and video.
Prefer random access to hyperlinked Prefer to provide information linearly,
multimedia information. logically and sequentially.
Prefer to interact/network Prefer students to work independently
simultaneously with many others. rather than network and interact.
Prefer instant gratification and instant Prefer deferred gratification and
rewards. deferred rewards.
 How does it cause a gap?
• Prensky (2001) - “today’s
learners are different”

• Digital Immigrant instructors

assume learners are the
same as they have always
been
Problems with the Digital Gap
and the Digital Pedagogy

In education, the
digital gap exists
between students
and teachers, as
well as between
teachers
 Problems
• Tech training for teachers is often
insufficient

• Technology usually used only for

administrative purposes,
rather than to support
curriculum
 Causes
• Various factors cause the
digital gap between
teachers
– Social dimensions such as
age

– Subject and grade instructed

– Curriculum available to work

with
 The LoTI Framework
Movement from teacher-based to
learner-based methods
0 Non-use
1 Awareness
2 Exploration
3 Infusion
4 Integration
5 Expansion
6 Refinement
 Disparity between learning
environments
Gap in teachers’ digital
abilities leads to a difference
in the quality and style of
instruction
Solution 1: Interactive Whiteboard
the use of interactive whiteboard
 Solution 2
• ‘Hands on Support’ (HOS): model of
training teaching staff in the use of ICT

• Advantage:
– 1 help teachers develop their
understanding the role of ICT in
the delivery of the national
curriculum

– 2 develop a pedagogical
relationship between teachers
and technology
 Solution 2
• Disadvantage:
– Need an amount of
funding

– It is a solution in
theory but not in
practice
 Solution 3
Pathway:
• Definition: a sophisticated digital video
library system to create the prototype
Physics Teaching Web Advisory –
Pathway

• Component:
– 1 Synthetic Interview (SI)
– 2 Informedia Digital Video
library
 Solution 3
Synthetic Interview:
• Definition: video of a person
responding to questions

• Advantage:
– 1 allow learners to engage in
active inquiry

– 2 permit users to ask questions in a

conversational manner
 Solution 3
Info-media Digital Video Library:
• Similar to Google, but does so by
searching on video and audio
information

• Creates metadata from

video

• Pathway
 Limit of the Study
• We did not research from
the student’s point of view

• The diversity of researches

is limited to elementary
and middle schools
 Future Research Question
With the growing number
of technological courses
and dehumanization of
teaching, is it a possibility
that in the future,
institutions will no longer
use teachers but only
technology for teaching
purposes?
 References
1. Zhao, Y. & Bryant, F. L. (2006). Can Teacher Technology Integration Training Alone Lead
to High Levels of Technology Integration? A Qualitative Look at Teachers' Technology
Integration after State Mandated Technology Training. Electronic Journal for the
Integration of Technology in Education. Retrieved October 14, 2007, from UBC Library
Ejournals.

2. Warschauer, M. (2004) Technology and Social Inclusion: Rethinking the Digital Divide.
Cambridge, Massachusetts: The MIT Press. Retrieved October 14, 2007 from Google
Scholar, Source

3. From Moersch, C. (1995) Levels of Technology Implementation (LoTI): A Framework for

Measuring Classroom Technology Use. Learning and Leading with Technology, 23 (3).
Retrieved October 3, 2007 from Source

4. Prensky, M (2001, Oct). Digital Natives, Digital Immigrants. On the Horizon, 9, Retrieved
October 15, 2007 from Google Scholar, Source

5. Labbo, Linda D., Reinking, David, & McKenna, Michael C. Technology and Literacy
Education in the Next Century: Exploring the Connection Between Work and Schooling.
PJE. Peabody Journal of Education, 73, Retrieved October 10, 2007 from Source
 References
6. Moursund, D., & Bielefeldt, T. (1999). Will New Teachers be Prepared to Teach in a Digital
Age? A National Survey on Information Technology in Teacher Education., Retrieved Oct
15, 2007 from Academic Search Premier, Source

7. Brain Adrian, Dean Zollman and Scott Stevens: Pathway-using a state-of-art Digital
Video Database for research and development in teacher education. Retrieved
October 14, 2007, from UBC Library databases. Source

8. Liz Beastall (2006): Enchanting a disenchanted child: revolutionising the means of

education using information and communication technology and e-
learning: International Reading Association. Retrieved October 14,2007 from UBC Library
database source

9. Warschauer, M. (2004) Technology and Social Inclusion: Rethinking the Digital Divide.
Cambridge, Massachusetts: The MIT Press. Retrieved October 14, 2007 from Google
Scholar, Source
THE END
Thank You!