Thursday, 4 November 2010

One reason why Pedagogy doesn't always drive the technology

I've been reflecting on the relationship of technology in teaching and learning and pedagogy. It's right to have a strong link. It's right for the technology to have a pedagogical purpose, an identifiable reason for it's use which fits in with the pedagogy of the teaching and learning. The reality-check here is that (quite understandably) many educators' pedagogical knowledge is tacit or unconscious. All educators have natural leanings towards different pedagogies even if they don't know the particular many syllabled word. Also, there is often not the time to design the teaching and learning to such an extent so that the pedagogy is explicitly stated and identified.

Saying that the starting point is the pedagogy (in relation to technology) is correct. However, hand on heart do all educators start with the pedagogy? I'm not so sure. I think they start with the content, designing a lesson comes second and sometimes a distant and poor second. So where the pedagogy isn't really thought through, it's difficult to associate technology to something that isn't really there.

The context of the message about pedagogy and technology is often motivated by the desire to ensure that we are technology led. This is right and important. But if you are wondering why this utopian ideal isn't working, then part of the reason isn't evil technologists pushing technologies onto education. It's because knowledge and awareness of pedagogy isn't what it should be. There are a variety of reasons for this which I'm not totally clued up on. I'm just reflection on what I experience.

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