Digital generation impact on the landscape of modern pedagogy

Byron Janis, a world-renowned pianist, captured the essence of pedagogy defining its main purpose in
terms of students having to learn how to “create vs. imitate”. The educational process is at the core of
human experience. Teachers are main pillars of education, broadening students’ horizons while encouraging their creative and critical minds, ensuring that education provides individuals with innovative and analytical capabilities to tackle the ever-changing job market. Pedagogues of the past were both leaders and guardians of their students, providing a moral guidance on top of the learning process while enriching the lives of their students and reflecting on their own as part of the process. This interdependent relationship created an approach to pedagogy “as the art and science (and maybe even craft) of teaching”. For centuries a teacher as a leader, guided and provided a moral compass that allowed students to be observers of the learning process, assigning them almost a passive role of the “knowledge recipient”. However, with the rise of the digital generation, concepts such as Prensky’s digital native” versus “digital immigrant” create a new paradigm within pedagogy as changes of learning landscape are taking place, with learners taking a more independent, active, self-driven approach while taking ultimate ownership of the learning process.
Authors see the opportunity for educators to rethink their approaches as they eagerly adopt or are forced to adapt to the changing educational arena, addressing the needs and demands of the digital generation whose educational approaches, mindset, perception of values of learning process, and core pace of the process are drastically different from those of traditional learners of prior decades.
This article describes ongoing exploratory research of different approaches to pedagogy addressing the
needs of digital generation as teachers address the challenges and opportunities of changing student
demographics, carrying the burden of focusing on content applicable and relevant to the current
marketplace while adjusting to rapid technological changes impacting content delivery.
This study will focus on the following four questions:
Which variables impact changes within pedagogy landscape?
How is technology changing pedagogy?
How much does the burden of real-world applicability impact the educational process?
How can teachers be in tune with the needs and expectations of the digital generation?

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