Decoding Digital pedagogy, beyomd the LMS

Digital pedagogy as a teaching mechanism or method, seem to be a useful tool in advancing the educational improvements of both learners and teachers. However just as the Learning Management System in the  past enjoyed a disconnection with that current teaching environment, it suggests the same in the majority of South African teaching environment. In the previous LMS, learners and teachers did not have the necessary source to tap in, in order to unearthed the vital capabilities of what digital pedagogies would allow them to gather.  In most cases online teaching aids in the process of learning with regards to previously disadvantaged learners. Although it is understandable to draw on and highlight the differences which exist between digital pedagogy and online teaching. Digital pedagogy as discussed by Morris, suggest that it is much more than just  online teaching. The practice allows for engagement and as a pedagogue (digital) he or she asks questions regularly. Questions pertaining to its usage as a tool to further educational advancements. Furthermore the digital pedagogue and learners try to ask questions which will sketch the learners background. This action is important for it promotes a healthy teaching and learning environment.


In addition digital pedagogy is important for the future learning and teaching environment, however an emphasis needs to be put on creating an infrastructure, where such an aid can b e introduced in the teaching environment (South Africa).

The article highlights the myths and misconceptions around digital pedagogy. Most teachers view digital aids as mere means to an end, meaning that they view these tools except it makes use of electronics. An example such would be computers, such as laptops and tablets and even smart phones. In addition two familiar problems arise. One being the stance hold by many teachers that technology becomes instructive rather than aiding in helping the learners to learn better in the class room. An example of such comes in the form of power point slides and bullet point lesson plans. These mediums rely on bombarding the learner with information, rather than promoting engagement with the given text or lesson presented. The second problem that arises is that technology is seen as a tool, which performs a task the teacher are already busy doing, but in this instance merely has a electronic-mechanical advantage.

Jose Bowen, a dean from the southern Methodist University prefers to have no computer or any form of  digital interference in his class rooms, he is not anti-technology, but he believes it interferes with learner engagement. Bowen practices this method of instruction in all his lectures and have been doing this for a number of years, Bowen believes that digital pedagogy bombards the learners with information which takes away from their capaability to interact or engage with the informastion given. Julia Flanders is of the opininion that the modern teacher and learner is moving in a much more hybridizatiion notiion of learning, One in which their exist a balance between learners physical enegagement with texts and the using the tools such as digital mediums to aid in their understanding. This hybridizatiions challenges the notions of disciplines and gives  rise to the hybrid scholar.