ped·a·go·gy
ˈpedəˌɡäjē/
nounnoun: pedagogy; plural noun: pedagogiesthe method and practice of teaching, especially as an academic subject or theoretical concept
How does one, within a generation that was not allowed to have their phone on during class - or dared to bring a tablet along - come to understand and practice digital pedagogy? Is our generation not, to a certain degree, too premature with regards to using technology within the classroom because of our groomed classroom manners and rituals? How do we get rid of those preconceived ideas of teaching and learning to enter a context of digital pedagogy?
Sean Michael Morris explains in his writing, Decoding Digital Pedagogy, PT 2: (Un)Mapping the Terrain, that digital pedagogy is "less a field and more an active present participle, a way of engaging the world, not a world itself, a way of approaching the not-at-all-discrete acts of teaching and learning.
He further states that digital pedagogy "calls for screwing around (and here my inner creative starts to throw glitter in the air and do all kinds of wild dance moves) more than it does systematic study, and in fact screwing around is the more difficult scholarly work". The thing about being a digital pedagogue is that it is less about knowing and more about a rampant process of unlearning, play, and rediscovery. In fact, (and I quote) ''expert digital pedagogues learn best by forgetting - through continuous encounters with what is novel, tentative, unmastered, and unresolved".
The answer to the above mentioned questions is quite simple then, isn't it? Let's get screwing. Academically.
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