Item

Pedagogy with information and communications technologies in transition

Author
Mary Webb
Year
2012
Publisher
Springer
DOI/Link
View Source
Abstract
This paper presents an analysis of ways in which pedagogy with information and communications technologies (ICTs) may need to adapt to accommodate to a major shift in our conceptions of knowledge and learning. A holistic approach to this analysis based on Checkland’s “systems thinking” suggested changes in pedagogy needed for 21st century learning and suggested ways of managing the complexity in order to support teachers in developing their pedagogical practices. The examination of how learning is conceptualised while learners are in contact with vast arrays of knowledge through Internet access and how this understanding can be reconciled with current views of knowledge acquisition in formal education suggests a need for rebalancing in most phases of education between individual work and group participation. Furthermore, opportunities need to be increased for learners to develop expertise in their chosen domains and to make links between their formal and informal learning. Examination of scenarios in which people learn through peer interaction rather than any formal teaching suggests a need to recognise and not underestimate young people’s capabilities. The paper proposes incorporating opportunities for students to engage with self-organizing social systems into pedagogy. This would complement an emphasis on develosping and understanding both individual and shared expertise.
Keywords
Media Literacy, MIL Pedagogy
Tags
Critical thinking, Media analysis

Similar Articles