From our research so far we know that what is important with digital pedagogy is ensuring our main focus is on the pedagogical goal we are trying to achieve, not on the technology. That means we think about learning first and the tool to help with that second. Following this approach allows us to ascertain the added value of digital, where the digital component of a learning product is doing something new, something valuable and something we could not do without it.

The field of Digital Pedagogy is very new. There is not much impartial research in the area so it can be hard to know what we should do and what should guide us. However, we do have the option to borrow from research already done in the fields of Second Language Acquisition (SLA) and Language Learning. This has helped us recognise that technology will not automatically improve the quality of learning and instead has guided us towards understanding how, when and why we should use it. This would lead us away from being too focused on the technology and more focused on learning.
For example, drawing on SLA research we can evaluate digital resources for language learning to see how effective they can be. This is useful as although technology might be changing quickly, the way humans learn languages is not, and so we can have a greater impact on learning in a digital age using research from well-established fields.

What next?

We have multiple products being tested and evaluated to understand how to better implement digital pedagogy and have created a research organisation, OLLReN, that deals with research and online language learning in order to generate more objective research on the field. If this is an area that interests you and you’d like to get involved, please do get in touch by going to our Contact Us page.

Cambridge University Press