Digital Pedagogy - the Model of Reconstruction of Training and Evaluation Strategies in Higher Education
Abstract
In an era of continuous digitization, teachers turn to new technology to adapt to the universe of their students, and to be updated in this continuous change of the educational paradigm. The article contributes to the contextualization of the set of information, experiences, and scientific knowledge, conditions, relationships, and meanings regarding the phrase "digital pedagogy" seen as a part of pedagogy, a component of education sciences. In this sense, the specificity of the field is given by the distinctive note that the digital component adds to didactic methods, the evaluation of school progress, contents, and learning conditions, as well as the extent to which it contributes to their efficiency.
References
.
Published
Issue
Section
License
Copyright (c) 2024 EIRP Proceedings
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.