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Abstract
The topic of this project is digital pedagogy and how it affects students’ achievements. In conducting the research, the author aimed to explain the relationship between these two components and their role in the particular theory and holy scripture. In addition, the investigation was conducted using theoretical and empirical methods, such as analysis, generalization, and synthesis of scientific articles, literature, and other sources. The examination results demonstrate that digital pedagogy enhances students’ abilities and improves learning outcomes. Nevertheless, this project needs more thorough, in-depth, and detailed refinement in terms of more specific knowledge based on qualitative or quantitative scientific research.
Introduction
The scientific and technological revolution as a new reality has led to the emergence of new terms, including the definition of “digital pedagogy.” Digital pedagogy is not only the introduction of technologies into the educational process since the meaning-forming word is “pedagogy” (Morris & Stommel, n.d.). It must be remembered that pedagogy, even in the conditions of technical evolution, remains a specially organized, purposeful, and systematic activity for the formation of a person (Ivanchuk et al., 2020). This activity is carried out with the help of information technologies and the Internet from the point of view of the mechanism of innovative development of the educational process.
Nonetheless, today there is a problem of insufficient knowledge of the impact of digitalization on students, which forms a gap in the investigation. In light of technological breakthroughs and rapidly changing social conditions, it is crucial to understand how digitalization and innovations affect the educational process and student performance. In this case, it is required to correctly prioritize, delve into the research topic, answer this question objectively, and assess the results obtained. The expected outcomes can pave the way for creating more effective teaching methods, minimizing the risks associated with the digital educational environment’s construction.
This paper aims to study digital technologies in the pedagogical system. Further, it focuses on the consequences of the digitalization of society on student academic success. The text will be created by examining actual and relevant literature and other sources. Moreover, in the analysis, the author will consider the Connectivism Learning Theory, which will allow an understanding of learners’ mental processes from the point of view of modern technologies. It is of particular significance in the academic setting because it considers trends in education, technology and social networks and the reduction of the “half-life” of knowledge. Digital pedagogy is the key to success, high results, and outstanding student work achievements.
Related Literature
In order to fulfill the designated goals and correctly answer the question, it is necessary to appeal to more explicit evidence about the impact of digital pedagogy on students’ achievements from verified and up-to-date documents. In general, the breakthrough in e-learning in educational institutions around the world continues to improve the academic performance of both schoolchildren and college and university students (Kim et al., 2019). Thus, for instance, the synthesis of numerous case studies demonstrates excellent and improved results for students in the educational processes in terms of thoughtful online learning compared to traditional classroom teaching methods (Greenhow et al., 2021). In fact, the digital environment aims to increase engagement and develop interest and enjoyment in classes (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). In a pedagogical background, cognitive skills, literacy, and critical thinking are improved through digital learning.
Moreover, interaction and collaboration with peers through technology motivate students. This indirectly improves learning outcomes and achieves the best results (Education Endowment Foundation, 2020). Although digital technologies are not a central component of education; despite this, the formation and development of innovations and the virtual space have high hopes for optimizing learning (Calderón et al., 2019). Such a procedure often responds to educational policies, charters, norms, standards, and new curricula (Calderón et al., 2019). This approach will help teachers achieve the professional activity’s dynamics, efficiency, and effectiveness.
Digital pedagogy greatly simplifies the learning process and does not lead to its primitivization. It does not facilitate or devalue the knowledge itself but reduces the time of both a teacher and a student. Using the digital learning environment and appropriate tools contributes to the solution of complex compositional tasks, discussion, and critical thinking (Jesson, McNaughton, Rosedale et al., 2018). Furthermore, the traditional process of analyzing and interpreting information and composing a text based on the knowledge obtained is best achieved through the synthesis of collecting and editing data from the Internet (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). Digital learning contributes to a moderate effect on writing, reading, and counting (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). Enhancing learning processes and achievements through innovation involves strengthening the main types of speech activity.
It is worth noting that digital technologies will definitely occupy a niche in the educational process of the state, which will be used in conjunction with traditional forms of education. As practice shows, maximum efficiency is achieved in the case of the introduction of asynchronous online elements that give students a certain amount of freedom of choice, allowing them to develop the following individual characteristics (Greenhow et al., 2021). It has been proved that various electronic tools and systems in a virtual learning environment increase the quality, efficiency, and effectiveness of the learning experience and outcome (Kim et al., 2019). Often, this moment occurs by providing adaptive materials and strategies for the needs and preferences of individual students (Kim et al., 2019). It is also vital to consider digital pedagogy based on authentic student-centered learning contexts. Based on the above, it can be noted that the quality of education is a crucial aspect in the development of professional and personal attributes of students, their competence, and their learning ability. Modern information technologies, mainly the electronic information and educational environment, contribute to its improvement.
Learning Theory Association
One should mention that Connectivism Learning Theory serves as the basis for the topic of this study. Connectivism is a theory of educational activity in the “digital age,” identifying the latter with the process of network formation. Its fundamental principles are based on the distribution of knowledge through a network of connections, as well as communication, cooperation, and training through modern technologies. Connectivism Learning Theory has a rather deep and close connection with digital pedagogy and student achievement. Primarily, in a society in which a person is constantly connected to various information channels and networks, the point of view of connectivism is of particular importance. New technologies have created a turning point in people’s habits and lifestyles, and learning can now be viewed from different perspectives. Furthermore, the departure from the class-based system is slowly beginning to be technologized and supported by the infrastructure. Before, there was simply nowhere to go, and now one can “go online.”
Key Terms
The main terms important for the research are “digital pedagogy” and “student achievement.” Thus, digital pedagogy means turning to technologies and devices in the context of a pedagogical point of view on learning (What is digital pedagogy, 2021). The essence of digital pedagogy is not so much in the direct use of digital innovations in teaching but rather in applying these tools through critical education. In contrast, student achievement is an assessment of the amount of content of educational material that a student must master in a certain period. Academic achievement is not only a measure of cognitive activity, where the level and volume of knowledge but the degree of diligence are also recorded. It is learners’ attitude to the education they receive, the degree of correspondence of individuals’ interests and inclinations to the educational institution’s target function.
Gaps in the Research
It is necessary to recognize and state that this study needs more thorough revision and further investigation of a wide range of essential aspects. Precisely, emphasis should be placed on specific technologies and devices, skills, knowledge, and abilities of students; the population, place, and time should also be highlighted. These characteristics may be needed to analyze the impact of certain technologies on a specific age category, type of student, abilities, and much more. The paper needs concretization and detailed quantitative, and qualitative data obtained through specific research tools.
Biblical Worldview
From a biblical worldview perspective, Connectivism Learning Theory has several issues. Firstly, connectivism does not imply the transfer of knowledge and essential ideas about the world and being but rather the unification of thoughts into a “common mass” from which proper understanding is formed. Secondly, the Bible insists on the obligatory study and comprehension of the meaning of its dogmas and laws. On the contrary, connectivism, in a certain sense, gives free will and does not have a clear direction in which to move. In other words, the theory recognizes pluralism and division of opinions, and the Holy Scripture determinates one truth and one God.
The worldview most suitable for the influential founders of the theory of learning is based on information technologies and the era of computers. Unfortunately, there is no direct mention of this fact in the Bible. Still, prophetic books are written about some phenomena that cannot happen without today’s information innovations. Revelation 13:16-17 says: “and he causeth all, both small and great, rich and poor, free and bond, to receive a mark in their right hand, or in their foreheads: and that no man might buy or sell, save he that had the mark, or the name of the beast, or the number of his name.” (English Standard Version Bible, 2001). Consequently, the founders of the theory probably foresaw that knowledge would be given to “free and slaves, and the poor and the rich.”
Alternative ideas about the connection of theory with the Bible can also concern through the implementation of advanced, progressive elements. Creating history with the help of super-powerful machines and electronics is given to people by Almighty God. With the help of God, He also expanded the horizons of human thinking; people could enter the era of the technogenic future, especially in the millennial Kingdom of the righteous.
Conclusion
Summarizing the above, it should be concluded that digital pedagogy is a breakthrough in student achievements. Learning in the electronic space gives students freedom of will and self-expression following individual, unique characteristics. In addition, within the framework of such pedagogy, learners develop critical thinking, speech, and writing skills and cope more easily with a massive flow of information. In general, digital pedagogy carries positive features and, in a certain way, can be connected in the context of the Connectivism Learning Theory and even the Bible.
References
Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centered digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers.European Physical Education Review, 26(1), 241-262. Web.
Education Endowment Foundation. (2020). Remote learning: Rapid evidence assessment. Education Endowment Foundation. Web.
English Standard Version Bible. (2001). ESV Online. Web.
Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2021). The educational response to covid-19 across two countries: A critical examination of initial digital pedagogy adoption.Technology, Pedagogy and Education, 30(1), 7-25. Web.
Jesson, R., McNaughton, S., Wilson, A., Zhu, T., & Cockle, V. (2018). Improving achievement using digital pedagogy: Impact of a research practice partnership in New Zealand.Journal of Research on Technology in Education, 50(3), 183-199. Web.
Jesson, R., McNaughton, S., Rosedale, N., Zhu, T., & Cockle, V. (2018). A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools.Computers & Education, 119, 14-30. Web.
Ivanchuk, S., Voznik, A., Dronova, O., Girenko, N., & Arsova, D. (2020). Preparation of future preschool education specialists for the use of modern educational technologies.International Journal of Higher Education, 9(5), 28-35. Web.
Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments.International Journal of Educational Technology in Higher Education, 16(1), 1-18. Web.
Morris, S.M., & Stommel, J. (n.d.). An urgency of teachers. Pressbooks. Web.
What is digital pedagogy?. (2021). University of Toronto Libraries. Web.
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