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Guest Newsroom Post by Editor Dr. Abigail G. Scheg

Hold the Technology Bandwagon!

By IGI Global on Mar 5, 2014
Guest blog post by: Dr. Abigail G. Scheg, Assistant Professor, Elizabeth City State University

In recent weeks, I have seen a lot of tweets about putting pedagogy before technology. In fact, it’s caught my eye so many times that it seems like that phrase (and its associated actions) have become common knowledge…

Hold the Technology BandwagonHold the Technology Bandwagon

…And then I attend a meeting, or a webinar, or a conference, or peer review a journal article and I encounter people who are still struggling to validate this claim.

Hold the Technology Bandwagon!

Along the same lines as the tweet from Jackie Gerstein above, I receive emails from my colleagues and administrators for grants to bring in more technology, and more funding for technology. While I certainly don’t have every state-of-the-art gadget available, I am able to work with what I do have. The problem arises when more and more technology is being brought in, funded, won, and developed without sufficient time, training, or resources available to develop the pedagogical foundation of that technology. See, we don’t need fancy gadgets, more gadgets, or more expensive gadgets; we need to reign in the information and experience that we have in order to critically examine the ways in which technology aligns (or does not align) with our pedagogical beliefs.

Successful integration of technology in the classroom does not start and end with a gadget, app, or tool. It begins with a sound recognition of a method to improve an assignment or experience by the integration of a new source. Technology is not a reaction to an assignment, to teaching evaluations, to administrative pressure, or to keeping up with the educational Jones’. An assignment with technology is just as likely to fail as any other assignment or methodology if it is not well-defined, well-developed, and well-executed.

My text, Reforming Teacher Education with Online Pedagogy Development, (just released this January) discusses these concepts in terms of beginning the process of teaching in an online capacity. Face-to-face (F2F) classes cannot merely, or magically, be turned into online classes; there is a necessary pedagogical shift that needs to consider this class as a new experience, a new beginning. Without considering online classes as entirely new pedagogical situations (such as teaching a new course), instructors, and therefore, students will not be successful.


Dr. Abigail Grant SchegDr. Abigail G. Scheg is an Assistant Professor of English at Elizabeth City State University in North Carolina. Dr. Scheg also serves as a Dissertation Chair for Northcentral University. She researches, publishes, and presents in the areas of online pedagogy, composition, social media, and popular culture. In March 2014, Dr. Scheg can be found at the Conference on College Composition and Communication (CCCC) in Indianapolis, where she will be presenting.

See Dr. Scheg's previous post "Txt-perts: Implementing Educational Text Messaging" here.
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