What is technology-mediated pedagogy?
Posted October 14, 2014on:
A few people might like to use the phrase “technology-mediated pedagogies”. It sounds sophisticated and the expert you paid to explain it confuses you further.
Let me make it simple to understand by using an analogy. It is like a driving a car.
You are the driver and the car is a form of transport technology (which in turn is a collection of many other technologies, but ignore that for now).
You drive the car. You make it go where you want and it takes you where you need to be. The car is essential. Without it, you cannot claim to have driven.
Technology-mediated pedagogy should put your learners (the passengers or even co-drivers) first. As the driver or one of the drivers, you decide where to go and how to get there with overall pedagogies and specific instructional strategies (your choice of vehicle, the planned route, the GPS, the rest and fuel stops, etc.).
You must integrate technology (the car). Without the technology integration, you cannot claim to have taught nor can you say your students have learnt. That is how critical the technology is in technology-mediated pedagogy.
Technically speaking, most teachers use some form of technology. The technology can be as simple as a stick to draw on the sand or as complex as an immersive augmented reality system. Today the technology that comes to mind might include wearables, smartphones, and laptops.
Here are some examples of technology-mediated pedagogies.
An educator might design a series of inquiry-based learning activities for her students to experience scientific thinking. Students learn to be scientists using probes attached to mobile devices that collect, collate, and analyze data.
Learners might watch and critique video cases in YouTube. They might also create scenarios by collaborative scripting and editing in Google Docs and recording, editing, and uploading videos with their mobile devices.
Medical students might leverage on mobile devices in problem and team-based learning to access information databases and teleconference with disease experts. They might use simulations in operations or practice bedside manner by role playing in virtual worlds.
A teacher can exclude these technologies, but doing so is likely to make the experiences less powerful, meaningful and authentic.