Digital Pedagogy By: Team Awesome (Laura, Tim, Jie, and Crystal)

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

Digital Native Learners Digital Immigrant TeachersPrefer receiving information quickly from multiple multimedia sources.

Prefer slow and controlled release of information from limited sources.

Prefer parallel processing and multitasking.

Prefer singular processing and single or limited tasking.

Prefer processing pictures, sounds and video before text.

Prefer to provide text before pictures, sounds and video.

Prefer random access to hyperlinked multimedia information.

Prefer to provide information linearly, logically and sequentially.

Prefer to interact/network simultaneously with many others.

Prefer students to work independently rather than network and interact.

Prefer instant gratification and instant rewards.

Prefer deferred gratification and deferred rewards.

Differences Between Digital Native & Digital Immigrant

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 Whiteboardthe 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 nationalcurriculum

– 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 3Pathway:• 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?

References1. 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

References6. 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 ENDThank You!