I am convinced that without a deep engagement with critical digital pedagogy, as individuals and institutions, we will almost certainly drag outmoded ways of thinking and doing things with us.
Classes moved online for the pandemic, even those that rely on in-person interaction. How can we maintain connection with students? Sherri Spelic explains.
The FemEdTech collective is calling on the Editors and Editorial Boards of scholarly journals to acknowledge and mitigate the disproportionate impact of the current COVID-19 pandemic on women researchers and scholars.
How many of us closely read our own syllabi, not for typos but for pedagogy? How many of us think about the subtle and overt messages they send to our students?
Documents play significant roles in our practices. It is an invitation to see what documents do to our work. They promote particular educational values and establish norms and conventions that we then must follow (over time) blindly and diligently.
What is the nature of gratitude? What does it challenge — or allow — us to do? And how does it change when we think of it as being *active*? I talk with Amy Slay and Kate Bowles to learn more.
Cheating is not a technological problem, but a social and pedagogical problem. Technology is often blamed for creating the conditions in which cheating proliferates and is then offered as the solution to the problem it created; both claims are false.
We’ve spent the last several weeks rebuilding the journal on a new platform, looking carefully through our archives, to curate and foreground the most relevant articles we’ve published.
The work of teaching is hard. And much of the work is unexamined, exactly because the work is so precarious—because many teachers are not given the space or the support they need to improvise and experiment in their classes.
What does it mean to be a professional while also an academic? This collection is seeking narratives that balance scholarship with personal experience.
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