Digital Pedagogy in Teacher Education

Dangwal, Kiran Lata; Srivastava, Shipra

doi:10.5958/2454-9533.2016.00008.9

Cited by 11 publications

(7 citation statements)

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“…Adoption of Digital Pedagogy which moves the focus from only ICT tools and skills, to a mode of working in the digital world may assist every teacher to ensure technological integration, pedagogy and subject area content effectively in their classroom teaching. [34]…”

Section: Discussionmentioning

confidence: 99%

Digital Competence: Where do the Higher Education Teachers Stand?

Srivastava¹,

Dangwal²

2021

ujer

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Digitalization of higher education includes the use of digital tools and technologies for educational administration, teaching-learning process, evaluation, research, and extension activities. The 21st-century educational landscape is manifested by the key concept of digital competency of professionals in the knowledge area. Education and training, therefore, need to be at a premium, and the role of teachers being very important in imparting education and constructing learning experiences need to be continuously trained and updated. The nature of digital competency is exhilarating as well as requires specific efforts by teachers to adapt the latest technology-based skills. The idea behind the study was to find the answer to the question that where do the higher education teachers stand in this technological era? Thus, the study investigates the level of digital competence among higher education teachers and to find out their level in different dimensions of digital competence. Findings revealed that the higher education teachers under study have an intermediate level of digital competence only 8.44% of higher education teachers have an advanced level of digital competence. Higher education teachers have an intermediate level of digital competence in technological /operational/ instrumental dimension, information processing and management dimension, pedagogic/ knowledge construction dimension, and digital citizenship dimensions of DIGICOMP. The study concludes that higher education teachers may acquire the required knowledge, skills, and competence and elevate their level of digital competence to successfully compete in this technology-driven world.

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Section: Discussionmentioning

confidence: 99%

Digital Competence: Where do the Higher Education Teachers Stand?

Srivastava¹,

Dangwal²

2021

ujer

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“…Currently, the main objective of pedagogical education is to train techno-educators who are capable of developing and implementing digital pedagogy. Educators should be able to integrate technology into instruction by understanding their role in technology-oriented classrooms and developing skills to use web-based technologies in practice (Dangwal & Srivastava, 2016 ). Therefore, it is predicted that a new generation of pedagogical methodologies and teaching and learning approaches will focus predominantly on the individuality of students, and social media will be a central means of the personalization process.…”

Section: Methodsmentioning

confidence: 99%

Development of research capacity of a future social pedagogue in the face of digital technologies

et al. 2022

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The aim of this article is to theoretically and practically justify the development of a future social pedagogue’s research capacity in the context of digital technologies. Practical implementation of a model for building social pedagogues’ research capacity within the framework of an online educational course can provide effective training of pedagogues in a digitalized educational environment and ensure a high level of pedagogical excellence. Approbation of the model was carried out on bachelor students majoring in Social Pedagogy and Self-Knowledge and taking an online Scientific Research Organization and Planning course in the Pavlodar Pedagogical University (Kazakhstan). The course was held from September to December 2020 on the Moodle learning platform, one of the most popular for the purposes of e-learning. The communication part of the course was supported by the social networking features of Facebook. In total, the educational experiment encompassed 52 students. Their thorough examination enabled the conclusion that research capacity brings proficient results in creative, innovative, communication, leadership, pedagogical, and digital activities, and thus remains an important component of pedagogical excellence. Thus, it can be stated that the integration of digital tools and platforms, along with the creation of multimedia learning content and the introduction of research methods and structured research practice into the students’ education, allows for an effective research learning practice. The results of the students’ end-of-course survey identified factors that had a significant influence on the effectiveness of research activities in online learning, namely the quality of the digital platform, structured research practice, active learning opportunities, pedagogical excellence, effective communication, and personalization.

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“…Attending online Webinar, Zoom meeting, using Microsoft Teams, and maximum utilization of social media for teaching and learning in higher education is the awareness of digital pedagogy of the University Teachers. According to Dangwal and Srivastava (2016) [4] , digital pedagogy means the use of electronic fundamentals like multimedia, productivity applications, cloud computing, etc. to enhance or to change the experience of education and transforms teaching and learning to provide rich, diverse, and flexible learning opportunities for digital generation.…”

Section: Practicing Digital Pedagogymentioning

confidence: 99%

“…He also shared that his students also using mobile data for the internet in learning through online. Dangwal and Srivastava (2016) [4] explained that digital pedagogy consists the three areas of knowledge which are the knowledge of content, pedagogy, and technology. Here content is the subject matter to be taught.…”

Section: Practicing Digital Pedagogymentioning

confidence: 99%

Transformation on social and pedagogical behaviors of university teachers in covid-19 pandemic

Subedi¹,

Sherpa²

2022

IJMRGE

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This paper aims to explain how social and pedagogical transformations were developed by university teachers to engage in daily social and professional activities during COVID-19 pandemics. Only five teachers were selected, interviewed, and observed their social and professional behaviors by adopting the inductive approach in qualitative research. The findings revealed that they had shifted from face-to-face group discussion in society to virtual interaction by using ICT. They have transformed their daily activities, including health consciousness, minimizing outgoing culture, changing gathering style, maintaining social distancing, and practicing a virtual mode of teaching instead of the traditional face-to-face mode of teaching with limited digital pedagogy skills. Finally, the study suggests that educational institutions, particularly the University need to strengthen the capacity of digital pedagogy for their teachers and technical staff with the modification of curriculum.

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Digital Pedagogy in Teacher Education

Cited by 11 publications

References 0 publications

Digital Competence: Where do the Higher Education Teachers Stand?

Digital Competence: Where do the Higher Education Teachers Stand?

Development of research capacity of a future social pedagogue in the face of digital technologies

Transformation on social and pedagogical behaviors of university teachers in covid-19 pandemic

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