On a joint edtech project with a teacher recently, I was told ‘I am happy for you to choose the pictures.’ Whether or not this teacher was intentionally insulting is beside the point – it is not the first time I have heard the digitisation debate seeming reduced to a largely irrelevant aesthetic choice. There seems to be this relatively common misconception about the purposes and processes of digital education. This could be addressed on two levels – resource design and teaching design.
Digitisation and digital pedagogy in edtech design
One of the best edtech tools from my point of view is Anki. Visually a hangover from the 1990’s, Anki is a flashcard app/website that uses spaced repetition to support language learning. Card collections are made by users (although these can be shared) with an apparently not very interactive interface. Where Anki shines as a resource is
- The nuances of labelling your degree of confidence in a term – you can choose ‘again’, ‘hard’, ‘good’ or ‘easy’ with each response tailoring the spacing of the repetition of the card.
- The statistics option is quite sophisticated while being simply presented – you are given a series of graphs – a forecast of reviews due for the next month, an analysis of the review time taken to answer cards (whether young (new) or mature, average study time per session, number of times you have pressed the again/hard/good/easy buttons (and a time analysis – mine seem to be best between 9-10pm). So for metacognitive ‘study-skills’ then, Anki stands out.
- For languages of more than one script (e.g. Japanese or Chinese), it creates a card for each script + the audio, so that you are testing, for example, hiragana and kanji recognition and listening skills and connecting this learning between the cards and to the English translation.
None of these features need particularly innovative technology. There are no animations and few pictures. It doesn’t offer badges or leaderboards. It might not be the first example you might use to show someone the possibilities of the digital world. But, it serves as an excellent model for how digital tools can be designed to support learning. As a manifestation of a sound digital pedagogy approach, I think Anki is great.
Pedagogy is essentially a critical thinking exercise directed at learning and teaching.
Designing edtech resources from a digital pedagogy approach is not about adding pictures, or animations or, God forbid, Word Art. It’s not even really about the digital technology. It’s certainly not about design aesthetics. Unless the digital tools, or the additions enhance, extend and inspire learning, they are at best irrelevant and at worst a distraction. I certainly add pictures and interactive layers to the content I develop. But as with any educational decision, this is based not on any aesthetic choice, but rather on how much educational value these layers provide.
This is where the critical thinking aspect of pedagogy comes in, both for tool and teaching design and practice. Does this interactive diagram clarify mitosis? If not, can it be made educationally relevant and useful? How can I develop this resource so that it helps students? How can I use it with students to help them learn and grow?
Digitisation and digital pedagogy in teaching design
What we must try, as schools, as educators, as learners, is not simply using tools, nor rolling out the whizz-bang jazz hands apps to impress students or observers.
If that means using a pen and paper because your students are revising something and you believe that memory and cognitive gains are promoted by written tasks, then you’re on the right lines for a digital pedagogy approach, just as much as if you choose to use some app in an innovative way to explore and extend learning. If, however, you are using pen and paper because you couldn’t be bothered with collecting in an Explain Everything task, or because you’ve always done this task with pen and paper, that is clearly not pedagogically sound. Equally, if you are using an iPad app just because they’re there, or in hopes of impressing an observer, without considering the aims, processes or consequences of using the app, that too is failing in digital pedagogy.
We need to systematically examine both tools and teaching for their learning value. In this way, teaching and learning drives the use of technology, rather than the converse.
Morris, S. (2014) What is digital pedagogy? [online] Available at: http://learning.instructure.com/2014/03/what-is-digital-pedagogy/