Digital Pedagogy is precisely not about using digital technologies for teaching and, rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.
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On Friday, 12 August 2016, Martha Burtis gave one of two closing keynotes at the
Digital Pedagogy Lab Institute held at the University of Mary Washington. Below
is the text of her talk;
4:13AM. Sunrise was still hours away. My hands throttled the oversized steering
wheel in front of me. My gaze was fixed out on the dark road ahead, too afraid
to even blink.
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
When I discovered a rather nondescript blurb on Craigslist about needing an
immediate replacement for a “technology specialist,” I didn’t know exactly what
I’d find. Much to my joy, however, I
Howard Rheingold brought this piece to our attention after Jesse and Sean
published “Is it Okay to Be a Luddite
[http://learning.instructure.com/2014/06/is-it-okay-to-be-a-luddite/]” on
Instructure’s Keep Learning blog.
I have colleagues who invoke “Best Practices” the way that evangelical
Christians quote the Bible: God has spoken. During these conversations, I am
tempted to say in a serious voice, “Best Practices dictate
Innovate: French innover, from Old French, from Latin innovāre, innovāt-, to
renew : in-, intensive pref.; in- + novāre, to make new (from novus, new). ~
adapted from OED online [http://www.thefreedictionary.com/innovate]
I
Education can benefit from the global network of connections we call the
Internet, since the issue of access is less of a concern in thedigital space
[http://www.hybridpedagogy.com/Journal/files/Hybridity_
We are not ready to teach online. In a recent conversation with a friend, I
found myself puzzled, and a bit troubled, when he expressed confusion about
digital pedagogy. He said something to
I live and work in one of America’s poorest regions, Appalachia — specifically
eastern Kentucky. Businesses and municipalities don’t have a strong web presence
(if any at all), Google Maps is essentially
