ISSN 2307-4264 (Print) ISSN 2712-9268 (Online)

Born-digital pedagogical technologies: the elephant in the room

Introduction. The current stage of  the development of  the educational process is  associated with the active development of  various types of  digital tools, resources and services, under the influence of which methods and learning goals are transformed. Excessive attention to  digital educational tools, their convergent nature, insufficient scientific reflection on  the processes of  digital transformation and the uncertainty of terminology are factors due to which changes in the human (didactic) component of the educational process remain in the shadows. 

Aim: to substantiate the significance of born-digital pedagogical technologies as one of the central categories of modern didactics. 

Methods. A  set of  empirical and theoretical methods was used, including analysis of  literary sources, participant observation, problematisation, analysis and synthesis, classification and systematisation. 

Results. A  detailed description of  the phenomenon of  ‘born-digital pedagogical technologies’, which is in the relationship of convergence with digital products (Ed Tech) through which there are being realised is given. 

Scientific novelty. Approaches to  the classification of  born-digital pedagogical technologies are proposed. The idea of  instrumental and supra-instrumental borndigital pedagogical technologies is introduced. 

Practical significance. The possible bifurcation in the development of the teacher’s professional activity model in the context of digital transformation is demonstrated: either the preservation of the traditional multifunctional pedagogical position or its reduction to the role of an ‘operator’ of digital tools. The lack of attention to born-digital pedagogical technologies serves as a factor that amplifies the risk of such reduction.

For citation:

Sergeev, I. S. (2023). Born-digital pedagogical technologies: the elephant in the room. Vocational Education and Labour Market, null(2), 32–50. https://doi.org/10.52944/PORT.2023.53.2.002