DIGITAL LEARNING
By developing a culture of introspection and critical thinking , PedTech empowers teachers to become champions of pedagogy , ensuring that technology serves as a means to enhance educational outcomes rather than an end in itself .
The OECD ’ s Learning Compass outlines the essential knowledge , skills , and attributes that educators need to cultivate in their students . It emphasises the importance of preparing learners for the complexities of the 21st century , focusing on :
1 . Knowledge : Understanding content and context .
2 . Skills : Developing competencies that enable effective problem-solving and collaboration .
3 . Attributes : Personal qualities such as adaptability , resilience , and a growth mindset .
By aligning PedTech with these concepts , educators can enhance their own professional development and , consequently , their students ’ learning experiences .
Enhancing teacher agency through ‘ PedTech ’ in alignment with OECD ’ s learning compass
Benjamin Sharratt Vice Principal GEMS Wellington International School Co Chair – TWG1 – OECD Education 2030
In the rapidly evolving landscape of education , the integration of technology has become paramount . However , the focus has often been on the technology itself rather than the pedagogical intentions behind its use . This is where the concept of PedTech ( F . Aubrey- Smith , P . Twining , 2024 ) emerges , advocating for a mindset that prioritises pedagogy in the decision-making process regarding educational technology . I aim here to explore how PedTech can enhance teacher agency in alignment with the OECD ’ s Learning Compass , which considers heavily the knowledge , skills , and attributes necessary for effective teaching .
PedTech , or pedagogical technology , shifts the conversation from merely implementing digital tools to understanding the ‘ why ’ behind their use . It encourages educators to reflect on their pedagogical intentions and the impact of their decisions on student learning .
PedTech encourages educators to deepen their understanding of effective pedagogical strategies . By prioritizing the ‘ why ’ of teaching , teachers can engage in reflective practices that lead to a more nuanced comprehension of educational theories and their application in diverse contexts . This reflective practice is crucial for developing a robust knowledge base that informs instructional decisions . For instance , when teachers understand the principles of constructivism , they can select digital tools that facilitate collaborative learning experiences . By using technology to create interactive and engaging learning environments , educators can better support their students ’ knowledge acquisition and retention . This alignment of pedagogical intentions with technology use not only enhances teacher knowledge but also enables a more meaningful learning experience for students , delivered by teachers who are choosing tools to ‘ add value ’ not just for the sake of it or to feel as if it is needed because its ‘ innovative ’.
The integration of PedTech empowers teachers to develop essential skills that are adaptable and responsive to the changing educational landscape . By focusing on pedagogical intentions , educators can engage in professional development activities that enhance their ability to integrate digital technologies meaningfully into their teaching practices . For example , teachers can develop skills in critical thinking and problem-solving by using technology to create project-based learning opportunities . By leveraging digital tools , educators can facilitate collaborative projects that require students to analyse information , synthesise ideas , and present
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