Based on the name, I would’ve assumed that most scholars of digital pedagogy would be operating under some kind of assumption that technology was an innate force for good, that nonelectronic methods of teaching would become dated, or that the role of the instructor in individual interactions could be automated away, but it was nice […]

After having read a number of my peers’ posts and having read several different perspectives on Critical Pedagogy, I thought I wanted to spend my writing time this week thinking through a concrete application for Critical Pedagogical theory. I generally find that I’m unhappy with the work I am doing when I don’t have a […]

This week, a group of students from the Contemporary Pedagogy class at VT got together to discuss digital pedagogy. In this blog post we are going to address the use of technology in the class, be it digital devices or educational tools. A thorough analysis of the pros and cons of different technologies will be […]

In reading and thinking about case-based pedagogy, I found myself reading the word “case” so often that I lost all faith that I knew what it meant. What is a case, and what makes it different from an example, word problem, or open-ended question? I sometimes find it helpful to try and chase the history […]

I spend a lot of time thinking about names, partly because I’m terrible at remembering them, partly because I’ve had trans friends with strong feelings about acceptable names and nicknames even before I knew what the word trans meant, and partly because I’m very aware of how much it makes me feel personally known when […]

On average, I feel I’m part of a generation of academics that cares much more about teaching and pedagogy than some of our predecessors. It is still possible to get and keep a professorship while dedicating a minimum amount of time and attention to teaching, but it is no longer as “uncool” to care about […]