User:BAHX/Digital Pedagogy Group

K-12 Education
Digital pedagogy for K-12 education follows models such as hybrid or blended learning and online-only classes. The implementation of online-only courses in K-12 education has become more popular as budget cuts make offering higher level courses such as AP classes less feasible, or if there is not enough student interest to warrant offering the subject. Fully online courses involve a digital teacher who has many digital students with no in-class or face-to-face time. These courses can be facilitated either within a school or made accessible to home-school or abroad students. Many virtual school options receive at least partial funding from state education initiatives and are monitored by state educational committees. Florida Virtual School is funded through the Florida Education Finance Program (FEFP), and is free to Florida residents. FLVS is governed by a board of trustees appointed by the governor, and its performance is monitored by the Commissioner of Education and reported to the State Board of Education and Legislature.

There is much debate over the efficacy of virtual school options. The consensus on blended education, where students receive face-to-face instruction from teachers and the online portions are only conducted in partial time, is largely positive. Blended learning is credited with allowing students to take some agency with the pace of learning, something that would not otherwise be available to them in a traditional classroom. It allows students to make meaningful decisions about their learning and sets a basis for lifelong self-motivation and learning. The use of new technologies in classrooms also allows students to keep pace with innovations in learning technologies, to expand the pedagogical toolset available to them, such as message-boards and videos, and to have instantaneous feedback and evaluation.

However, in fully online courses, the benefits of online learning are less clear. As reported in one study about online mathematics for grade 8 students, while more advanced students may excel in online courses, the students who need the most help may suffer disproportionately to their peers, when compared to traditional face-to-face courses. It would appear that online-only courses exacerbate difficulties for students with difficulties, while allowing more advanced students the agency desired to excel in individual learning.

What is important to consider however, is that teaching of pedagogy and content knowledge (TPACK) is becoming essential in our schooling systems around the world. Children are being born into a digitalized world so developing proper K-12 education models is essential. In addition, digital technology platforms (DTP) are now being implemented in numerous classrooms in order to facilitate digital learning

The City University of New York
The Graduate Center of the City University of New York has made a commitment to featuring digital initiatives across its educational its programming. Recent initiatives include the MA Program in Digital Humanities, the MA program in Data Analysis and Visualization and the Certificate Program in Interactive Technology and Pedagogy. The CUNY Center for Digital Scholarship and Data Visualization is forthcoming in the Spring of 2020.

Graduate Programs in Digital Humanities & Pedagogy
According to research published in the Journal of Interactive Technology & Pedagogy,, the number of graduate programs in digital pedagogy and related fields has steadily increased since 2008, especially in Australia, Canada, Europe and the United States.