Task 2.2 The Relationship between Technology and Pedagogy.

I am a keen advocate for the use of digital technologies in the classroom and incorporate them into the teaching and learning program at every opportunity. Without the availability of digital technologies, it is extremely difficult to implement eLearning and appreciate the affordances they offer. Whilst I am tempted to say that I would operate with a large technology and small pedagogy, I can see that pedagogy is imperative to ensure that eLearning tools are used effectively and provide the intended benefits for the learner.

As Howland, Jonassen, & Marra (2012) quite succinctly state that “the goal of pedagogy is, or at least should be, learning “ (Howland et al., 2012, p. 14). This is backed by McLoughlin & Lee (2008) who argue that, as teachers, our vision of pedagogy needs to be expanded in order for learners become “active participants and co-producers rather than passive consumers of content” (McLoughlin & Lee, 2008, p. 11) and with the increased development and availability of Web 2.0 tools it is time to reconsider the impact of these on pedagogical practices (McLoughlin & Lee, 2008, p. 4) whilst considering the affordances they offer. This is supported by the Ministry of Education eLearning Action Plan that asserts that effective pedagogical teaching practices depends on practitioners “becoming confident and capable users of ICT and understanding how to integrate ICT effectively into their teaching practice” (Ministry of Education, 2010, p. 10, emphasis added). Koehler, Mishra, & Cain (2013) support this further by stating that teachers need to have an understanding of the technologies that are best suited to the content and context as well as the impact that the technologies can have.

Implications for Teaching & Learning

According to Koehler, Mishra, & Cain (2013), teaching is a complicated process and eLearning involves the infusion of technology, content and pedagogy in effective ways. Therefore, it is important to ensure that I continue to develop my knowledge in all three areas in order to provide a learning environment that utilises technology in the best way possible to enhance the learning opportunities for my students.

The reading that stuck for me the most was Howland et al. (2012) where they reiterated learning with technology than from technology. It really made me think about the classroom program I was offering in my different subjects areas. Did they fit into the meaningful learning framework? Am I providing the best opportunities for my students to engage with the learning process?

When operating in an eLearning context, pedagogy and technology do go hand in hand. It is impossible to have on without the other. In saying that, the traditional method of teaching, via transmission, is inadequate. Never being an advocate for the “jug in mug” theory thus far I have realised that there is so much more to learn and that through readings and reflections that it is possible to make changes that can only benefit my learners.

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed., pp. 1–19). Boston, MA: Person Education, Inc.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–20.

McLoughlin, C., & Lee, M. J. W. (2008). The three P’s of pedagogy for the networked society : Personalisation , participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10–27.

Ministry of Education. (2010). Enabling the 21st century learner: eLearning action plan for schools 2006-2010.