"4 Characteristics of Critical Digital Pedagogy" (post) outlines "four things we might notice if digital teaching and learning is doing what it’s supposed to do."
It also includes a SlideShare presentation entitled "Digital Pedagogy is About Breaking Stuff: Toward a Critical Digital Humanities Pedagogy" which does the following:
- Defines "critical "in several registers"
- Differentiates between "[t]he best digital tools" and "the worst digital tools"
- Provides a variety of provocative and inspiring quotations
1. Four Characteristics of Critical Digital Pedagogy
"It centers its practice on community and collaboration."
It "[m]ust remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries."
It "[w]ill not, cannot, be defined by a single voice but mus gather a cacophony of voices."
It "[m]ust have use and application outside traditional institutions of education."
2. Working Definitions of "Critical"
- "Critical, as in mission-critical, essential"
- "Critical, as in literary criticism and critique, providing definitions and interpretation"
- "Critical, as in a reflective and nuanced approach to a think"
- "Critical, as in criticizing institutional or corporate impediments to learning"
- "Critical Pedagogy, as a disciplinary approach, which inflects (and is inflected by) each of these other meanings"
3. The "Best" vs the "Worst" Digital Tools
- "The best digital tools inspire use, often to use them in ways the designer couldn't anticipate."
- "The worst digital tools attempt to dictate our pedagogies, determining what we can do with them and for whom."
- "The digital pedagogue teaches her tools, doesn't let them teach here."