Articulating the Affordances of Digital Pedagogy and Knowledge to Promote Institutional Change

Talk Session Proposal by Jennifer Ahern-Dodson and Aria Chernik

Digital pedagogy does not denote merely the practice of “teaching with technology.” Similar to Jesse Stommel’s notion of hybrid pedagogy, we understand digital pedagogy to be an orientation toward sustained, critical reflection on how emergent technology and digital culture fundamentally transform not only where we teach and learn but also the kinds of knowledge we can produce. Digital pedagogy embraces the freeplay and indeterminacy of intellectual rigor and is not defined by the use of discrete classroom practices or digital tools. We propose a session in which participants articulate the affordances of digital pedagogy and knowledge and strategize about how we can productively reach out to colleagues and promote institutional change to embrace and facilitate these affordances.

Categories: Administrative, Collaboration, Digital Literacy, Session: Talk, Teaching |

About aria.chernik

Aria F. Chernik, J.D., Ph.D., is a Lecturing Fellow and Associate Director of First-Year Writing in the Thompson Writing Program at Duke University and a TWP Fellow in Duke’s Language Arts and Media Program. She is a digital pedagogue who integrates the reflective use of technology in the classroom to promote critical evaluation and production of knowledge, support engaged citizenship and contribution to public discourse beyond traditionally-defined learning spaces, and facilitate classroom environments of deep collaboration characterized by participatory pedagogy and collective action. Her research interests are focused on the intersection of critical and digital pedagogy, multimedia composing, critical media studies, communicative modes and public knowledge, participatory culture, and humanities-based perspectives on law and justice.