The paradigm shift of learning in the digital age requires teachers to adapt their classrooms in a technology-supported environment. This research study is intended to investigate the viability of digital pedagogy lessons at the elementary level. A qualitative case-study approach has been adopted to explore the effects on students learning and their attitude towards science. The 7th class of a public elementary school from District Kasur was selected. The topic of “Water" from the recommended curriculum of science was taught with an intervention. Data was collected through recorded video observations, and classroom discourse was analyzed to explore the productive potential of digital pedagogy lessons for the elementary level Science class. The research findings propose to use digital tools in the classroom for productive and quality learning specifically to enhance the quality of teaching-learning with minimal resources in developing countries that are facing critique for providing the low quality of education.

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