In our first workshop we were to give a short presentation to our tutor group to introduce ourselves and share something we’ve found about pedagogy. This blog post is about the article I shared in this session and what I learnt about it.
Ever wonder how technology and teaching intersect in the classroom? Tim Fawns’ article, “An Entangled Pedagogy,” examines this connection. He emphasizes the need to go beyond a binary view of technology and education.
Fawns begins by outlining the traditional approach to technology in education, which was often at odds with pedagogy. Technology was either seen as either an aid to teaching or a distraction from it. He asserts this is an outdated view that fails to account for the intricate relationship between technology and teaching that exists today.
Fawns offers an alternative framework to comprehend this relationship. He suggests that technology and pedagogy should be seen as inextricably linked, with each playing a vital role in the other’s formation. Technology is no longer just an aid for teaching; it has become part of what makes up learning and teaching itself. This intertwining allows us to devise creative, new methods of instruction which seamlessly incorporate technology into the learning experience.
Fawns’ article was an inspiring read that challenged me to reflect on my own experiences in technology and pedagogy. This article also allowed me to reflect on the potential downsides of technology in education.
Fawns’ article challenges us to move beyond simple dichotomies in technology education. Instead, we should strive for a complex approach that recognizes and respects the evolving relationship between technology and pedagogy.
Fawns, T. (2020). An entangled pedagogy: Looking beyond the pedagogy–technology dichotomy. British Journal of Educational Technology, 51(6), 2113-2125. doi: 10.1111/bjet.12978