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Digital pedagogy is the study and use of contemporary digital technologies in teaching and learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning environments.

Values and methods
Digital pedagogy values open education, including open educational resources; sharing syllabi; sharing teaching resources through tools such as GitHub and Creative Commons; self-directed interest based student project, and publishing using open access and open peer review. Digital Pedagogy is not only about using digital technologies for teaching and learning but rather approaching digital tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.

Immersive technology can be used in the classroom as a form of digital pedagogy. It provides students the ability to engage in 3D modeling and collaborative world building. Examples of 3D modeling includes Matthew Nicholls' Virtual Rome and SketchUp Pro which allows users to create 3D models of historical structures.

Practical Application
Digital pedagogy looks critically at digital tools as potential means for learning and teaching. It considers digital content and space as valuable sites for information and knowledge, in addition to traditional mediums such as books or the classroom. Digital pedagogy itself is also sensitive to the ongoing discussions and debates happening within the sphere of digital humanities, namely to its practices, principles and politics.

The following tools have been widely utilized in elementary school and high school classrooms in successful examples of digital pedagogy:


 * Chronozoom: Similar to Prezi, Chronozoom is a digital timeline tool that lets its users create interactive timelines and interact with historical events on a larger and deeper scale than previously viewed in textbooks. Chronozoom allows for creators to insert images, videos and sound into their timelines.
 * Group Text-Messaging Tools for Teachers: These tools allow for teachers and students to text without endangering privacy and keeping professional distance. They allow you to create class accounts, and conceal everyone’s phone numbers. They also keep records of text messaging conversations. Examples include ClassParrot, ClassPager and Reminder101.
 * The experimental nature of digital pedagogy enables critical reflection on its successes and contradictions in its educative possibilities. As such, it becomes a key foray into the ongoing discussion of educational technology. For example, engagement in the philosophies of digital pedagogy has renewed discussion on the politics and ethics of technology and its implication of learning as a whole.
 * Historypin: A digital tool that allows creators to make pins on digital maps. These pins can be attached to events and moments of local history.
 * TimelineJS: TimelineJS is a free timeline tool that allows users to add multilayered and multidimensional media to timelines. Similar to Chronozoom, users can insert images, video and sound into their historical timelines.
 * Acknowledging the changing nature of new media practices and interaction, digital pedagogy centers the student by designing various student-led, collaborative and project-based activities to allow students to control the pace and space of learning. It is within the digital geography where new collaborative, interactive, and participatory possibilities are introduced. Platforms, such as massive open online courses (MOOCs), now supplement the physically-located classrooms.
 * Prism: Prism is a visualization tool that allows students to collaboratively interpret and analyze text. It takes texts and breaks them down into categories, or “facets.” Prism has been used in both the K-12 community, and in higher education. ( http://prism.scholarslab.org/pages/about?locale=en )
 * The following tools have been utilized in higher education classrooms:
 * Voyant Tools: Voyant Tools is an open-source, web-based reading and analysis and visualization tool for digital texts. Users can input text and see it analyzed via word frequency lists and other text analytics.
 * Machine-Aided Close Listening (MACL): Machine-Aided Close Learning has been used to help students examine a text’s sonic materials like timing, volume, pitch, and tempo.Chris Mustazza used it to examine a Robert Creely poem for pitch and loudness, and his assistant, Zoe Stoller, used the MACL app to create a visualization of the tempo in a Robert Frost poem.
 * The Deletionist: The Deletionist is a Javascript bookmarklet that creates erasure poems out of webpages. It can be used to uncover patterns in texts and to introduce students to the history of erasure poetry.

Critical Digital Pedagogy
Based on theories stemming from Critical Race Theory, Feminist Theory, Liberation-based theory and other philosophical approaches that address how understanding power structures is essential to the dismantling of oppression, Critical Digital Pedagogy follows the ethics of acknowledging no information, knowledge, learning or teaching is ever neutral of political meaning. Reflective dialogue is a key component of a critical consciousness-raising, a liberatory praxis attributed to Paulo Freire, in learning so that the learning process itself is a praxis of liberation. Critical Digital Pedagogy integrates a second-order, metal-level analysis as part of teaching and learning about or through the use of web-based tools, digital platforms and other forms of technology. As a method or resistance against oppression, Critical Digital Pedagogy seeks to engage individuals in collaborative practices, is inclusive of voices across social-political identities, and situates itself outside boundaries of traditional education, which is considered to be based on a banking model of teaching.

Libraries and Media Centers
° Digital Initiatives Lab at CUNY Graduate Center Dedicated to working with students interested in digital projects across academic disciplines. "Graduate Center Digital Initiatives (GCDI) builds and sustains an active community around the shared idea of a “Digital GC,” where scholars and technologists explore new modes of inquiry that thoughtfully integrate digital tools and methods into the research, teaching, and service missions of the institution". (GCDI)

Degree-granting Institutions

 * The Graduate Center, CUNY — Interactive Technology and Pedagogy (certificate)
 * Vanderbilt University Center For Teaching
 * University of the Highlands and Islands — Digital Pedagogy MEd (course)
 * Princeton University — The McGraw Center for Learning & Teaching
 * Bucknell University — Digital Pedagogy & Scholarship
 * Guilford College — Hege Library & Learning Technologies
 * Pennsylvania State University — Office of Digital Pedagogy and Scholarship