ABSTRACT
Digital pedagogy has become an increasingly common term but one which is often poorly defined. This is largely because there is an assumption that people know what it means by simply combining the meaning of each word, both in academia and throughout the education sector as a catch-all phrase to describe teaching and learning with digital technologies.
This chapter examines whether this term is merely a sum of its parts and concludes that a more concise definition can bring much needed clarity and refocus our attention onto some of the human factors of working with digital technologies. The proposed definition is simply “The educational affordances of using digital devices”. A review of the literature suggests that less is more, because the use of digital devices in education surfaces a whole range of dynamics which are often overlooked due to technocentric assumptions. Accordingly, by giving digital pedagogy a more specific yet inclusive meaning, eight specific affordances are brought into the foreground to advance our understanding of learning in the digital era.
