it now seems to me that technology is one of (perhaps the main) language with which teachers ‘speak’ their pedagogy. Our attitudes towards technology, our use or rejection of it in teaching, and our general sense of the way the Internet and related digital technologies are changing the world of knowledge give us a rich resource to explicate pedagogy in terms that make sense out of the rather complex and arcane world of educational theory. However, at base, technology is not teaching — it is a mechanism which, allied with astute curriculum design and pragmatically enthusiastic educational delivery, can make pedagogies work, or work better.
In this section I present a very brief account of a few key pedagogical concepts that inform the application of Web 2.0 to teaching and learning. It is a necessarily eclectic account and focused on opening up possibilities to rethink the uses of technologies within education and to frame (but not replace) the hard work of academics in finding out how these tools work for them, in their contexts.
I provide some more general resources on online learning, technology and education in the resources section of this site.
The impact on pedagogy (and pedagogues) of the Internet is profound:
