Children’s` Digital Pedagogy
Pedagogy is the art (and Science) of teaching. It is important to understand how learning occurs. A teacher can`t stand at the front of a classroom relying their knowledge expecting learners to listen, understand and leave the lesson filled with knowledge.
Learners need to construct their own understanding with teachers using various teaching methods to engage learners to enable learners to access the very best learning in order to shape their own intellectual journey. It is possible to speak of digital pedagogy, to designate all the human, technological and material resources dedicated to the learning of knowledge and skills that integrate digital uses, either in person or remotely via the Internet. It promotes new ways of teaching, learning and working.
Digital pedagogy: a challenge for Children`s education:
Digital technology permeate every aspect of our life-education, communication, culture, government, banking, marketing, health, corporate organization, logistics and transport etc. some of these are taken –for granted automatic tellers, smart phones, email, digital camera, web-conferences, social networking, and GPS navigator for cars. Digital technologies and media have affected education community, how we teach and how students expect to learn. They are transforming our classroom and empowering students to become researchers in their own right.
Pedagogy in Cyberspace:
Digital technology has led to an exposure of knowledge and has changed learning environments. These changes pose momentous curricular and pedagogical contests. Regular pedagogy is the field that deals with the theory and practice of education. Do you understand what we teach, how we teach it, and why it is important in our societies?
Digital pedagogy refers to the use of digital technologies to change teaching and learning and Uses information and communication technologies (ICT) to improve teaching and learning.
It is teaching within and beyond classroom. It may take the form using PowerPoint in the classroom to offering online education. It enables effective learning, which is active, creative and for life. It promotes distributive learning, complex inquiry and accountability.
“It is important to realize that all children need help in a learning situation.”
We must know that children’s pedagogy is a scientific discipline whose object of study is the education of children. It does not have to do with the child’s schooling, but with the acquisition of new skills through their development. Children’s pedagogy is the space where different knowledge, acknowledgments and acceptances meet in the face of great diversity, social, cultural and academic interaction, from which the comprehensive training of professionals who will be in charge of the education of children and girls, as subjects with capacities and competencies for life.
The school is defined by being the institution in which different generations find themselves around a priority task: learning. In the case of children, what society has defined as relevant to be offered to new generations? In the case of teachers, what makes the identity of their work: teaching? Indeed, teachers also learn, on a daily basis at school, what is the best way to do this task, based on constant reflection on what is done, their senses, their scope, their ways, and their effects. Thinking the school as an area par excellence for learning, allows us to think of it as in continuous creation, open to transformation, running the limit of what is possible and what is thinkable.
With the appearance of the information society, the sources of knowledge and the accumulation of knowledge multiply, expand and spread. Books are no longer in short supply but can be multiplied by hundreds of thousands. Audiovisual media disseminate information at the speed of light and make it grow exponentially, because in them resides in large part the ability to enhance the globalization process. Computers and databases easily accumulate more information and have a quality of access never before known in history. Internet, at the beginning of the 21st century, is making knowledge and documents accessible to everyone, almost without limitations, anywhere on the globe. The consumerist discourse, driven by technology, promotes the idea of a new revaluation of knowledge, but of an expanded and global knowledge that invades all times and all spaces.
Here, the student must be the protagonist of their own learning, of their own ability to imagine a class model where students discover truths, although well known to the teacher, they will be new to them; a class model where imagination has no limits, and where it will be necessary to find a way to communicate it to classmates, discuss it, share it and enjoy it; a model of a playful, creative, innovative and participatory class, where the object of knowledge is actively built in the minds of the students and does not pretend to become something definitive, a class where the resources and all the means that are at their disposal are used scope.
In short, it is not the new technologies that make good teachers, but it becomes a felt need to give the teacher the opportunity to know them, to manipulate them and evaluate their performance as such.
