This post is an attempt to clarify my thinking around the topic of digital pedagogy, which I have chosen for my digital essay. Much of this post is framed around the readings stemming from Module 3.1, beginning with “Why the Google Generation Will Not Speak: The Invention of Digital Natives” (Brabazon, Dear, Greene, & Purdy, 2009).
In this work the authors outline 7 issues affecting learning:
1. Age is NOT a proven variable.
2. …‘mis-information’ has been perpetrated about how young people behave in online environments.
3. All researchers – not only ‘young people’ are skim-reading research. This behaviour is understandable due to time restraint, but dangerous in terms of learning.
4. Society is ‘dumbing down’ not just young people. (Is this due to a dense of being overwhelmed by information access – as is debated in “Too Big To Know” (Weinberger, 2011).
5. “The information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” This is certainly easy to observe in 1:1 classrooms, especially where ICT as a subject has been removed from the curriculum on the erroneous belief that all teachers can teach ICT these days.
6. “Young scholars are using tools that require little skill: they appear satisfied with a very simple or basic form of searching”.
7. “Digital literacies and information literacies do not go hand in hand.” It is this point that is the focus of my essay: planned and widely implemented digital pedagogy is crucial (Brabazon, Dear, Greene, & Purdy, 2009, p. 171).
They go on to say that the abilities required to assess information are complex and costly. Their suggested solution is multi-faceted:
- Students require time, care, energy and good assessment to improve their digital
- Teachers require professional development in library studies, internet
studies and literacy theory.
Without such a solution it will impossible to create a worthwhile intellectual journey through this new…landscape (Brabazon, Dear, Greene, & Purdy, 2009, p. 181).
People such as ourselves, who are studying the implications of living in a time of knowledge networking and digital innovation, realise that the persistent allure of technology clouds the ability of devices to greatly improve learning outcomes, and that many examples of use are more aligned to entertainment rather than education.
“Technology has been proffered as a tool that ensures that teachers teach students in the right way” (Philip & Garcia, 2013 83, p. 301). Such a view is too often predicated on caricatures of teachers, rather than a serious understanding of the successes of so many modern practitioners (Philip & Garcia, 2013 83, p. 305) The breadth of the work required to successfully educate students for the C21st is one of the reasons that some teachers are not willing to engage with the new paradigms, falling into the category of late majority (or conservatives) in Moore’s Technology Adoption Lifecycle, or even worse, laggards (Moore, 2002, p. 12).
So this is the direction that my thinking is heading in establishing my contentions about the urgent need for a digital pedagogy which encompasses these serious issues relating to our profession. What do you think?
Brabazon, T., Dear, Z., Greene, G., & Purdy, A. (2009). Why the Google Generation Will Not Speak: The Invention of Digital Natives. Nebula, 163-181. Retrieved April 16, 2014, from http://www.iiav.nl/ezines/IAV_607294/IAV_607294_2010_3/BDGP.pdf
Moore, G. A. (2002). Crossing the Chasm; Marketing and Selling Disruptive Products to Mainstream Customers (Revised ed.). New York, United States: Harper Collins.
Philip, T. M., & Garcia, A. D. (2013 83). The Importance of Still Teaching the iGeneration: New Technologies and the Centrality of Pedagogy. Harvard Educational Review(83), 300-305.
Weinberger, D. (2011). Too Big To Know: Rethinking Knowledge Now That The Facts Aren’t Facts, Experts Are Everywhere, And The Smartest Person In The Room Is The Room. New York, New York, United States Of America: Basic Books.