This week we examined the ways in which technologies can be used in education. The stand-out idea for me was that technology does not itself produce effects. Despite the fact that many new technologies are used in the education, the pedagogical mode remains the same. The example of “flipped class” is given to demonstrate that it still preserves the elements of didactic pedagogy. The teacher speaks and the learner keeps silence and even cannot raise hand while watching the video-lectures. That information was really interesting for me because I had assumed that “flipped class’ or “e-textbooks’ represent the “new pedagogy” and it’s the most relevant at the moment. However, professors demonstrate that it depends in which pedagogical mode technologies are used.

Then the professors develop the idea of work-focused pedagogy where we see the main difference. So the idea of the work-focused pedagogy is to promote the student to produce knowledge in his own rather just remember what he has been told by his teacher. In this regards, technologies in the twenty-first century should be used for the promoting the learners to receive knowledge as their own. The creation of the Scholar web learning environment is given to demonstrate how multiple perspectives of response assessment as peer review, self-review can be used. It is not just the teacher who gives his feedback at the end. In this way, we see how every student participates in the learning process through giving his feedback to his classmates’ papers.

The proffesors point out that they advocate for reflexive pedagogy in prefernce to didactic, but not entirely. In such disciplines as algebra or chemistry didactic paradigm of education is more effective. So, they suggest to consider transformative and didcatic pedagogies as strategic partners. 

In this regard, I would like to share with an interesting research on how technologies can change education in the classroom (https://www.oecd-ilibrary.org/sites/589b283f-en/index.html?itemId=/content/publication/589b283f-en).

It is prepared by the OECD and in the Chapter 5 the learning analytics are examined. For example, the product of Chilean researchers Single Display Groupware is examined and author pointed out that was is very attractive for schools in developing countries because it only required minimal equipment. So, the Single Display Groupware helped all the students in a class create knowledge together in an interactive way and it is mediated by the teacher. The author Pierre Dillenbourg also says that technology can be helpful in different ways. It is wrong to distribute massively equipment because it will not provide automatically achieving the learning goals. The main task is to provide teachers with scenarios describing which learning activities they ask their students to do with technology.

The Dr.Cope and Dr.Kalantzis discuss the equity and eiversity taking into account the differences of learners identities. In this regard, I would like also to share the UNESCO recommendation the governments on how empower migrants through education. The key idea of the recommendations is that the most disadvantaged migrants should be able to benefit from the learning that can be provided through digital technologies. (https://southsouth.contentfiles.net/media/documents/Migrants_and_digital_technologies_for_learning_and_education_-_recommendations_P9vnpwX.pdf)