Digital Pedagogy Unplugged

Embarking on a teaching degree at Stellenbosch University has been an overwhelming experience to say the least. Moving down from Johannesburg presented a vast array of the unknown, but none quite like our 'Digital Pedagogy' module. In the very first lecture a valid point was highlighted, one that remains crucial to any future teaching career: teachers are slaves to the journey of learning! I feel this point has been made explicit in Paul Fyfe's article - 'Digital Pedagogy Unplugged'.

In our rapidly progressing world, technology is inevitably influencing our reality and what is teaching if not to prepare us for the real world? Fyfe ultimately makes the point of adapting pedagogy to cohere in a digital age. My understanding of digital pedagogy involves a process of critical thinking in deciding what digital tools to incorporate and exclude in the classroom, in order for effective learning to take place. As Fyfe states, many educators are under the impression that digital pedagogy is "just something that uses electronic tools or computers". This assumption disregards the multitude of innovative teaching strategies that are now available and that can stimulate new ways of thinking.  

However, the article also incorporates the idea of "teaching naked" or removing electronic tools or computers from the classroom. This becomes an important skill when considering the South African context, since many learners are situated in environments that are made up of the bare essentials – if that. Essentially, the optimal teaching space draws on the strengths of both 'old-school' teaching methods, as well as digital tools. Fyfe presents a dialogical argument with several examples illustrating the ways in which this can be achieved.

Although I stumbled blindly through specific sections of this article, I thoroughly enjoyed the idea of a ‘flipped classroom’ in which students are given the opportunity to take ownership of their learning. By allowing discussions and engagement in various activities, the digital environment shifts the position of authority in the classroom. I believe that this is a necessary change, since today’s adolescents encounter a more complex and diverse social network when leaving the classroom setting. Therefore, critical thinking enabled by digital pedagogy is a necessary skill. And so teachers remain slaves to the journey of learning, for it is not about maintaining superiority in the classroom, but rather about creating an active environment in which students can thrive.