INTRODUCTION

Significant changes are occurring in the twenty-first century in relation to new scientific
advances, computerization, globalization, astronautical development, robotics, and artificial
intelligence. The century is called the age of information and digital technologies.

New learning comes up regularly as technology, culture and human movement shift.
Of course learning is an innate ability. We all possess that ability. Learning forms part of life.
It's part of what we all do and it's natural for humans as well as for other species. There are
many channels in our lives presenting us with the learning.

We share that with a lot of other sentient creatures in our power. It's not special to us as
species learning, but it's also an inherent and intrinsic ability that we as a species have as some
other species do. Innate means we have the ability to pick up items from our world that are not
only biologically wired into us as well as these other insects do to primates.

Whelan (2009) suggested that School systems need to ensure that the curriculum is
relevant and must contain great flexibility to accommodate different learners and different
economic and social needs. Ensuring that school buildings are in good condition is primary.
All these things are important and they ultimately impact the academic performance of
students. Above all quality of teaching scores the primary position.

All we do includes some kind of thinking. We are constantly learning stuff as adults
throughout our lives. And we are continually reshaping the world we are in for the better or the
worse. And then, at a micro-level, we have something called pedagogy, which is particular
tasks, the specific things that teachers want learners to do, and the marker that allows the
expected learning, which could be a lesson, it could be an essay that you give in, it could be a
question in an exam that has chosen the best answer, it could be the essence of the conversation
in the classroom.

We are using a whole lot of objects, and each one of those artifacts has a collection of
micro-dynamics devices. Pedagogy is a key factor in learners' well-being and performance.
And over time, as culture changes and new patterns arise, various pedagogies have evolved.

From time to time the concept of pedagogy kept changing. The word education was
scarcely ever applied to pedagogy until a few years ago. Yet today the term pedagogy is

1
commonly used to describe the teaching as well as learning from end to end. Researchers
categorize pedagogy as both disciplines of science and of the arts. The perspective on pedagogy
was different, and the outlook was different too.

The interaction between a teacher and the student in the classroom received attention
in the next phase. Urban classroom life was detailed in Smith and Geoffrey’s (1968) research
work. Kounin (1977) highlighted the complexities in a classroom life that remained influential
over the next few decades.

According to Doyle (1990), classroom is a busy place. It is also a crowded one with
group of students. These students must be organized and directed because their interests vary.
The job of the teacher is very crucial because the teacher has to respond immediately and
simultaneously to various circumstances. The teacher must be really potent enough to handle
and manage such settings.

‘Learning’ is the process of coming-to-know, be that the ontogenesis of knowing across

the lifespan of an individual person, or the phylogenesis of social knowing. Learning is at times
formal – a premeditated agenda in the institutions of education. At other times it is informal –
an incidental aspect of lifeworld experience.

Learning is the central concern of instructors, they need to be equipped with a well-
informed understanding of learning that takes into account its social aspects in particular.
Training is a process that can be disconnected from context, and transmitted only under specific
conditions elsewhere.

Pedagogy is the relationship between learning techniques and culture, and is determined
based on an educator’s beliefs about how learning should, and does, take place. Pedagogy
requires meaningful classroom interactions and respect between educators and learners. The
goal is to help learners build on prior learning and develop skills and attitudes.

Shaped by the teacher’s own experiences, pedagogy must take into consideration the
context in which learning takes place, and with whom. It isn’t about the materials used, but the
process, and the strategy adopted to lead to the achievement of meaningful cognitive learning.

Having a well thought-out pedagogy can improve your teaching quality and the way
students learn, helping them gain a deeper understanding of basic material. Being aware of the
way you are teaching will help you understand better how to help students achieve deeper

2
learning. And, in addition, it can affect understanding of students, resulting in cooperative
learning environments.

The proper approach helps students move beyond simple forms of thought as described
in the Bloom's taxonomy pyramid to complex learning processes such as analysis, assessment,
and development, such as basic memorization and comprehension. Students can use a teaching
method that respects them to incorporate their favourite learning styles, and the way they like
to learn.

This article aims to offer a good understanding of what ‘pedagogy’ is, significance of
it and how pedagogy has been evolving to take 21st-century skills and learning into account.
Pedagogy actually refers to the method in how the instructors teach—the theory and practice
of educating.

3
REVIEW OF LITERATURE

INTRODUCTION
This chapter focuses on the literature relating to this research. The importance of
pedagogy when it comes to teaching and learning has been underlined in various studies. There
was an effort to examine the research work already conducted that is applicable to the above
context. In the sense of teaching and learning pedagogies practiced in middle schools only a
few experiments were carried out. Based on the available relevant researches, the reviews have
been categorised.

REVIEWS RELATED TO THE AREA OF STUDY

At the Intersection of Technology and Pedagogy, where the researcher considers
learning and teaching styles, Gibson (2001) expressed his views. This article explores many
assumptions relating to technology and its use in education in considering such forms of
teaching and learning that most favour the use of information and communication technologies.

For learning contexts, the researcher often explains technical use that supports both
teacher-centered and student-centered approaches. The literature also makes references on the
learning styles. The researcher presents some of the evidence supporting learning environments
based on the technology.

An article about Thinking Power and Pedagogy Apart by Coping with Discipline in
Progressivity School Reform was published by Adam Lefstein (2002). This article suggests
that failure of progressivism in school reforms is primarily due to inadequate treatment of the
pedagogical-class-control relationship.

Here methods of teaching progressivism challenged existing educational systems

without bringing forward an alternative theory of control in classrooms. This study examined
the way schools deal with regulation of the classroom both conceptually and functionally in a
new Israeli progressivism school reform initiative.

Linda Scott Houston et al. (2008) published an article on the assessment of science kits
for elementary school in terms of classroom environment and student attitudes. Student
perceptions of the environment in the classroom may provide useful criteria for evaluating
educational alternatives.

4
 Various analyzes attested to my class inventory's factorial quality and reliability and
indicated that using science kits was correlated with a more productive learning environment
in terms of both student satisfaction and cohesiveness. Higher student satisfaction with greater
cohesiveness along with less stress and rivalry was observed in classrooms

In an internship for high school students, Pei-Ling Hsu and et al. (2008) published an
article on the Natural Pedagogical Conversations. The study reveals that many science
educators promote student perceptions of real science through student engagement in scientific-
related workplaces.

The researcher investigates how members of the laboratory engaged high school
students during the internship activities without any pedagogical history or teaching
experience. In the course of doing science a period of demonstration and practice continuously
recurred. These natural pedagogical conversations enabled students to explain their
understanding and allow teachers to teach in specific contexts according to the different needs
of different students

Marie-Claire Shanahan and Martina Nieswandt (2009) published case studies on the
subject Creative Activities and Their Effect on Science Identification. The word imagination
can be used varied. It can be extended to things as varied as the drawing of a child or as per
Einstein's general relativity theory.

Ignoring creativity and other qualities that are important to the practice of science not
only leaves students with a bewilderment of science, but also limits the qualities and
characteristics with which they can identify in the science classroom, thus potentially alienating
them from further study.

Researchers like Koehler, Park, and Kaplan (1999) have argued that the key to getting
new students into scientific careers and improving their scientific literacy is to engage them in
their elementary years. This study explores three creative activities designed to teach students
about Earth and space science to explore and express their understanding in imaginative and
subjective ways in order to address this concern.

The aim of these activities was to show students that creativity is an important quality
in science with the hope that this would expand their perceptions of science practice and
learning and allow a wider variety of students to build a scientific identity.

5
 Tina Varma et al. (2009) conducted a study on the perceptions of pre-service
elementary teachers of their understanding of inquiry and inquiry-based science pedagogy that
influences the course of basic science education methods and scientific field experience.

Results of this study suggest that when multiple inquiry-based experiences, from guided
to open inquiries, that challenge pre-service teachers’ learning in a constructivist environment
are integrated into the elementary science methods course, pre service elementary teachers not
only develop an understanding of inquiry-based science instruction.

An article on General Pedagogical Knowledge of Future Middle School Teachers was

published by Johannes Konig and et al., (2011). Three components of teacher knowledge,
namely content knowledge, pedagogical content knowledge and general pedagogical
knowledge, have been discussed for more than two decades.

Although there is a growing body of analytical clarification and empirical testing

regarding knowledge of content and pedagogical content, especially with a focus on teachers
in mathematics, hardly any attempt has been made to learn more about the general pedagogical
knowledge of teachers.

A paper on Effectiveness of Activity-based Learning Methodology for Elementary

School Education was published by Prabha Hariharan (2011). The paper shows that, through
the Sarva Siksha Abiyan, elementary schools in the state of Tamil Nadu began using the
methodology called as activity-based learning.

Classroom observations showed that for a majority of students a considerable amount

of student time was spent on non-learning related activities. Some social, emotional and
psychological aspects of classroom behaviour were seen as positive in activity-based learning
classes, although some problems were also consistently seen.

Selma Garrido Pimenta and et al., (2017) published a paper on Pedagogy Teacher
Education Courses-weaknesses in a teacher's basic training. The central issue of this paper is
the undergraduate teacher education courses (called Pedagogy in Brazil) established on the
basis of the National Curriculum Guidelines, approved in 2006.

Their purpose was to discuss the training of multipurpose teachers for children´s
education and for the early grades of elementary schools, starting with results of a research

6
conducted in public and private institutions in the state of Sao Paulo from year 2012 to 2013,
funded by the National Research Council.

Igor Gusyakov (2017) conducted a study on definitions of effective Pedagogical

methods and Techniques for Classroom management. This was a case-cross study of four
teachers in middle school. This study aimed to identify and describe the pedagogical practices
and management strategies of consistently effective and successful teachers as evidenced by
the perceptions and observations of teachers.

To participate in the study were chosen four middle school teachers from two middle
schools within the same school in that district. The teachers were selected on the basis of their
effectiveness which their supervisor had. The teachers were interviewed about their own
perceptions as to what the effective pedagogical practices are based on their teaching
experience.

A case study on the Dual Language Teaching in Science Class and its Implications for
Middle Level Teachers was conducted by Joan Lachance (2018). Dual language education
programs are of great benefit to all students, especially those who are English learners, for
literacy and the development of academic languages. In addition, there is a shortage of dual
language teachers, posing great challenges and expanding programs, particularly in middle and
secondary schools.

7
DISCUSSION THEMES

NEED FOR NEW LEARNING

We are in a world where incredible changes take place and in some senses the old
pedagogies become outdated, they become irrelevant, they become disconnected from the
world in which we live. And some of those changes require technology. And it is not only the
tools we can use for learning, such as e-learning technology, but also the technologies that are
omnipresent in everyday life called digital media, new media, the Internet. And also labor
technology, which has become a lot of job-saving, raises the pace in those jobs in terms of the
level of human capacity required. Even innovations in our lives are going through these
remarkable shifts.

Another major change is the phenomenon of globalization and also the phenomenon of
diversity. We can click on a link and be on a web site anywhere in the world in a flash, we can
get on a plane and be anywhere in the world in 24 hours. And what we have in our schools and
in our neighbourhoods is incredible human activity as a result of that.

So the other side of this is an ongoing need to tackle diversity, global diversity, but
also the local diversity brought with it by globalization. So issues surrounding diversity have
become very important. In the past, especially with didactic pedagogy, we've been trying to
pretend that diversity wasn't there and we've got everyone the same by excluding some people,
including others, by making the classes converge as possible.

But now the diversity is an important part of our existence. And in fact there is a
spiritual, political, social, ethical approach that also goes with the reality of diversity that
requires empathy and working together productively and constructively, understanding and
respecting the differences of one another. This is a big change, though.

But something much deeper is understood to be shifting patterns of human subjectivity.

Didactic pedagogy with the instructor was in reality a classic case of enforcement order, except
for learning and knowledge. And what we have now is how we construct pedagogies that more
easily comply with the sensitivities of the present in which students engage actively in their
own learning.

8
MODELS OF PEDAGOGY
The first one is didactic pedagogy. And often it's called a typical teacher-led approach,
it's rule-bound, it's about learning, information gained, and being able to reproduce it
appropriately.

And again, given the diversity of learners and the complex context in which learning
happens, there is no simple or single pedagogical approach. Educators need to make purposeful
and appropriate choices to suit individual learners, to suit groups of learners, and to suit the
kinds of goals that they negotiated together.

And we shall look at the rise of something we call didactic pedagogy which was around
mid-19th century classical modern education. The classical pedagogy of didactics involves
using textbooks and lectures.

Didactic pedagogy is sometimes known as traditional pedagogy. It involves

instructional routines, consuming knowledge, recitation of knowledge, and it also involves
testing memory in exams at the end of a process. This kind of pedagogy is still
followed. Sometimes it's appropriate, and sometimes not.

Secondly, there's an approach that we call authentic pedagogy. Sometimes also

characterized as modern progressivism, which becomes more child-centered in its effort to
inspire children to learn the things that society needs to understand them well, both as
knowledge and skills as well as sensibilities.

And then it's around the turn of the 20th century that what happens, we have a flowering
of thought around something we're going to identify as and we're going to describe as authentic
pedagogy. It's sometimes called progressive pedagogy.

The second approach is authentic pedagogy which developed with progressivist ideas
that we needed to take note of the learner, not just simply ignore their engagement. This method
needed to put learners in real-life experiences that were authentic. So they could engage with
either area of discipline. It is part of the range of options that we have and we need to
understand whether and when it is necessary.

The third approach includes reflexive learners, and a transformative pedagogy. It is a

pedagogy that is applicable to our times, because we are living in a time of a networked

9
intelligence society where what comes out of a community is just as important as what comes
out of a person.

The next type is reflexive pedagogy or transformative pedagogy which involves

transformative of learners where they can change who they are in the world, which they
perhaps couldn't do quite so effectively with didactic and authentic pedagogy.

The third approach is reflexive also known as transformative pedagogy. It's a pedagogy
that is appropriate to the age we live in. This is the era which needs the solution of problems,
also require design and co-design. Importantly, it requires learners to be information creators,
shares decision-making with teachers and with other learners in this collaborative learning
environment. Learners are required to be co-designers with their own expertise, being
interested, being curious about what they want to learn and for them to understand their
significance as individuals who may want to understand their area of discipline.

According to this pedagogy, the learners need to be involved both emotionally and
intellectually. To the new learner these things go together. They have to be able to reflect on
their own learning, and also have to be very aware that they will become different people as a
result of learning.

It's so much so that the traditional uniformity which was part of learning no longer has
the same power or purpose. And it won't work successfully to educate people about their
abilities or make them socially useful. We need to take on board and really consider all learners
in their distinction, in their own sense of identity, the languages they bring, the orientations
they bring to learning, in their own.

The learning environment is very essential and plays a significant role in

learning. People will be different and will want different ways of engaging with their
learning. The other one which we need to emphasize is technology.

The tools used to develop and execute learning are widening. The traditional tools that
we had which were blackboards, chalk, and textbooks, they're all still be important of course
but they're less significant in the design and delivery of learning.

Therefore, as part of what's evolving in society, we have to take into account of the
affordances of new technology. The impact of data also plays a vital role in our day to day life

10
which has an influence in learning. The other aspect that shifts is that the globe is becoming
more interconnected.

All learners must be prepared to be performers on a local to global scale. Globalization

is not something other. It will become central to our lives and has to feature in new learning.
Local and global are interconnected around jobs, media and entertainment and also food and
climate. Now learning is kind of happening everywhere. It happens in workplaces all the
time. Perhaps it's training in workplaces. So in other words, learning becomes a lifelong thing.

The intended outcomes of learning are being transformed as well. Earlier the outcomes
of learning were things that we could remember and knowledge that we had acquired. But
there's kind of a shift now to not just things that can be remembered, but the capacities to do,
skills, adaptability and not just application.

Earlier schooling was once size which fits all students. The textbook is same for
everybody. Some kids will do well, and some won't do well at it, but that's the way the world
is. It's called the bell curve, and inequality. But now, learner differences are really
significant. And now it involves personalized instruction, individualized instruction, self-
paced learning, on-demand learning. So we're actually building structures which are more
capable of taking on bold learner differences.

The professional role of the teacher is changing in really profound ways. So when
students become more active learners, when we have much more formative assessment, the
role of teacher changes and more responsibility is added to them. We are shifting to
collaborative learning environments where there is much more structured peer-to-peer
interaction.

The architectonic, space of learning becomes an important dimension across each one
of these pedagogical approaches and has historically been different. In didactic pedagogy, they
are designed in such a way just to be the communication between the one central person and
all the people listening.

For didactic pedagogy, the epistemological approach is of great importance. There was
not much room for learners to talk back to the teacher, not comply with what they were being
told. The epistemological aspect of any pedagogical approach influences the learner's result
and experience.

11
 The other dimension to be taken care in didactic pedagogy is discursive configuration of
the didactic classroom. We have a variety of artifacts which are discursive. These discursive
methods includes textbooks, seminars, Q&A, recitation and all those have certain assumptions
about the learner's position in education and the teacher's function.

The other important dimension to be noted is relationship between the learner and the
teacher. The relationship with the teacher to student is kind of command and compliance in
this method of didactic pedagogy. There is also not much interaction between learner and the
co-learner.

Transformative pedagogy has an impact on students’ lives and ultimately has impact
on the world as well. The learners in this approach are much more engaging, more receptive in
terms of providing input to the learners, which not only includes the traditional sort of
spreading out of content, the wheel, and the hub, and spoke a kind of model where it conveys
textbooks and teaches information, but involves a lot of interaction, a lot of learners
involvement.

UBIQUITOUS LEARNING

It means learning any time, any place (Cope and Kalantzis, 2009). Older versions of
the idea of formal learning out-of-school included homework, selfpaced textbooks and
‘distance education’. Ubiquitous learning is a riff on the idea of ‘ubiquitous computing’
(Twidale, 2009). Once science fiction, with the rise of laptop computers, tablets and smart
phones, ubiquitous computing is an idea that arrived a long time ago in a very ordinary and
pervasive way – in every store, every workplace, and almost every home, handbag or pocket.
But only recently in schools, if yet. And when it does arrive there, it is often in ways that hardly
do justice to the dynamic knowledge potentials of new media. Internet-mediated computing,
and particularly ‘Web 2.0’ (O’Reilly, 2005), ‘cloud computing’ (Reese, 2009) and ‘semantic
publishing’ (Cope et al., 2011a) technologies create possibilities for something that is more
thoroughly transformative in education. The significantly new things that can be offered by
ubiquitous learning environments range from student discovery of multimodal content
originating from a variety of authentic sources, to intensive simultaneous interactions in which
everyone in the learning community can be actively engaged, and far more responsive feedback
and assessment systems.

12
MULTIMODAL
The new media are multimodal. We can do all of text, still image, moving image and
sound together now, on the one recording/ transmitting device. In an earlier modernity, the
book or the newspaper mainly consisted of typeset text. It was not until the application of the
new technologies of photolithography in the mid-twentieth century that image and text could
be easily brought together, which is why until then newspapers had no photos and books needed
separate sections for ‘plates’ (Kalantzis and Cope, 2012a). Digitization further inveigles text
and image. Analogue film and television had very little writing, until digitization. Now news,
business and sports channels stream written words over image over sound. The internet also
brings it all together, where barely a page operates in a purely written-textual mode. It is not
just that these modes are juxtaposed in digital media. They functionally depend on each other.

ACTIVE KNOWLEDGE MAKING

The characteristic mode of acquisition of knowledge after the introduction of mass
institutionalized education in the nineteenth century involves the following configuration: a
bureaucratic apparatus that prescribes content areas to be learned in the syllabus; textbooks that
lay out the content; teacher recitation; teacher–student question and answer routines; filling out
answers in workbooks; reading texts and answering comprehension questions; writing short
texts to check what had been learned.

The patterns of practice were predictable and straightforward. This heritage classroom
is, in essence, an epistemic architecture grounded in a communications technology. The
communications technology is defined by the walls of the classroom, containing thirty or so
children and where one teacher or one student can speak at a time. Here, teachers and textbooks
present pithy concentrations of the world in the form of history, or grammar, mathematics, or
whatever. These are essentially monologues, bodies of knowledge spoken in a singular,
synoptic voice, whether the voice be that of the teacher or textbook author. This may have been
appropriate, perhaps, for an earlier era of industrial discipline and mass conformity.

RECURSIVE FEEDBACK

Old media were linear – the one-way flows of information and culture from television
studio to viewer, from newspaper office to reader, from radio studio to listener, from movie lot
to audience. New media are by comparison recursive. At the beginning of the computer age,

13
Norbert Weiner attempted to capture the logic of self-adjusting systems, both mechanical and
biological, with the concept of ‘cybernetics’ (Weiner, 1965).

Whereas the communicative logic of the old media was linear (knowledge creator to
passive knowledge consumer), new media is dialogical and recursive, to the point even where
it is hard to distinguish creator and consumer. Feedback is pervasive. Web reputation and
moderation systems add social filters to the feedback (Farmer and Glass, 2010).

COLLABORATIVE INTELLIGENCE
Traditionally, schooling has been based on the idea of individual intelligence, where
intelligence itself is narrowly conceived as personal memory and the mechanical skills of
deduction. The human mind, however, is an intrinsically social thing (Gee, 2013). Our
cognitive capacities reside in the language we have inherited and the ways of seeing we have
learned.

Intelligence is our capacity to reach for always-available social memory and to apply
available logics and computational tools. It is what we can do together in communities of
practice. Today, through ubiquitous computing and the social web, externalized memory and
computational tools are accessible that have historically unprecedented power. In these ways,
the range of collectable data surrounding the knowledge work is hugely expanded.

METACOGNITION
Metacognition is a means to think more deeply, at a higher level of abstraction. It also
produces efficiencies in thinking and learning. Conceptualization at higher levels of abstraction
broadens the scope of application and transfer for ideas and understandings. There is a growing
literature on the significance of metacognition in learning (Bereiter, 2002; Bransford et al.,
2000).

Processes of metacognition align with the logic of new media. James Gee argues that
computer games demand meta-level thinking about the semiotic domain – it is not enough to
play the game; to play it well you have to develop an understanding of its design principles and
underlying architecture (Gee, 2003). This layer is generative, supporting transfer of
understanding across contexts, including contexts not yet encountered. It also supports

14
mnemonic work, using devices to assist recall (tags, annotations, codings, bookmarks) that
speak to general levels of meaning.

DIFFERENTIATED LEARNING
Mass media built mass audiences, to whom were transmitted mass culture. Culture
moreover, was homogenized, assumed to be uniform and, to the extent that it was possible,
made uniform by the mass production and distribution of newspapers, television, radio and
best-selling books. The logic of mass production produced with it cultures of mass
consumption. This was intrinsic to the economies of scale that characterized the systems of
cultural production and distribution in the era of mass communications.

New media make differentiated instruction more feasible. Learners can be doing the
same thing at their own pace, or they can be doing different things according to their needs or
interests. Such is the objective of adaptive, personalized or differentiated instruction which
calibrates learning to individuals (Conati and Kardan, 2013; Shute and Zapata-Rivers, 2012;
Walkington, 2013; Wolf, 2010).

15
SUMMARY OF LEARNINGS AND CONCLUSION
The pedagogy of didactics is relatively old. Nevertheless, as a mode of learning in the
mainstream, it came to near-universal popularity, institutionalized schooling that arose in the
19th and 20th centuries almost everywhere in the world. Didactic education experience is still
common today, for a variety of social, cultural and, often, practical reasons.

But, perhaps more importantly, didactic teaching inculcates a sense of discipline and
order in children. It has teachers and textbooks explaining, learners understand what they are
being told and students get their lessons correct or wrong when it comes to the exam. The
instructor creates a system of relationships in the didactic classroom, in which students learn
to accept received facts and moral realities, comply with the teacher's orders, and absorb the
authoritative knowledge contained in the curriculum. Students learn to become accustomed to
a balance of agency in these classroom environments, in which they are fairly powerless to
make knowledge themselves or function autonomously.

Transformative pedagogy focuses on the learner and learning. As such, it sets out
deliberately to transform students’ life chances and play an active role in changing social
conditions. It changes the balance of agency in learning relationships by encouraging learners
to build their own knowledge in a supportive learning environment, to work with others in
lateral knowledge-making relationships (peers, parents, and community members), to negotiate
local and global differences, and to extend the breadth and scope of their education beyond the
walls of the traditional classroom

Pedagogy can facilitate students not only in gaining deeper learning of subject matter,
but also in applying that learning experience to their own homes and communities, and to their
own personal experiences and situations. Teachers can work together with students to come up
with the best way for subject matter to be studied.

As noted, with a clear and concise pedagogic understanding, students can comfortably
share ideas, and have a clear understanding of how curriculum will be approached and what’s
expected of them. Essentially, everyone is on the same page.

Students not only expand their knowledge base, but also understand how to use that
knowledge in authentic and relevant real-world scenarios and contexts, as well as connect

16
concepts from lessons with situations in their own lives. They can draw on their own cultural
knowledge as well, to come up with unique and personalized thoughts and opinions. Concrete
evidence, facts, and data, are combined with the exploration of cultural differences of others to
further expand knowledge, allowing the student to reflect more objectively on new concepts,
and open their minds to different approaches.

Through the pedagogical process, students can also learn what approaches work best
for them, which learning activities and learning styles they tend to gravitate towards, and how
to develop concepts and build mental models to further their learning. Overall, active learning
makes student engagement rise. Students get to participate in personalized teaching strategies,
rather than be mere spectators in the classroom.

Over the years, pedagogy has been evolving to better support 21st-century skills and
ideas, as well as the changing nature of teaching. The traditional classroom lecture is no longer
as effective as it once was. Teaching has expanded to include new forms of learning, like
interactive and collaborative projects and online and remote curricula, and to accommodate
more flexible schedules.

Real-world scenarios and cultural differences are being taken into account, allowing
students new ways to acquire, construct, and organize their learning. Pedagogy is shifting focus
beyond basic memorization and application of simple procedures to aiding students in higher-
order learning, including critical thinking skills, effective communication, and greater
autonomy.

Students must be comfortable using technology to help them learn, and to access, share,
and create useful information and gain better fluency in a subject. Educators, in turn, can use
technology to enhance course materials and further support their pedagogies through blended
learning that combines classrooms with online teaching, flipped classrooms that provide
materials students can access after class, like videos, lecture notes, quizzes, and further
readings, and overall wider access to sources and experts online.

They can integrate new forms of technology to teach, like videos, animations, and
simulations through sources like YouTube channels, iTunes University, clickers, and more.
Even modern textbooks can incorporate content like video and audio clips, animations, and
rich graphics that students can access and annotate. All of this content enhances the experience

17
for students, and particularly benefits students who are struggling. It can also reduce spending,
since students have plenty of valuable, real-time updated information at their fingertips for free.

Social media, meanwhile, allows students to develop communities to share experiences,

discuss theories, and learn from one another. Educators can interact with students beyond the
confines of the classroom, too. In the latest forms of pedagogy, there’s a power share between
educator and students. Students learn more on their own versus only following a set course,
lectures, and textbooks from an instructor. And in many cases, students thrive, while educators
can use lecture time more effectively for discussion and collaborative work.

The educator, then, becomes a critical guide and assessor for students, linking them to
accepted sources of information and emphasizing the importance of accreditation. They are no
longer the only source of information, delivered in chunks via lectures. And this requires an
overhaul of the strategy towards how student learning is achieved, monitored, and assessed.

In a world where new media has taken a significant role in teaching and learning, any
modern pedagogy much account for students finding, analyzing and applying knowledge from
a growing number of constantly changing sources. This requires higher-order skills like critical
thinking and the ability to learn more independently, as well as in larger groups, both in person
and online.

18
REFERENCES
Smith, Louis M. & Geoffrey, William.(1968). The complexities of an urban classroom.
An analysis toward a general of teaching. New York: Holt, Rinehart and Winston, Inc

Kounin, Jacob S. (1977). Discipline and group Management in Classrooms (15th ed.).
New York: Holt, Rinehart and Winston.

Doyle, W. (1990). Classroom knowledge as a foundation for teaching, Teachers

College Record, 91(3), 347-360.

Ian, W. Gibson. (2001). At the Intersection of Technology and Pedagogy: considering

styles of learning and teaching. Journal of Information Technology for Teacher Education,
10(1&2), 37-61.

Adam, Lefstein. (2002). Thinking Power and Pedagogy Apart— Coping With
Discipline in Progressivist School Reform. Teachers College Record, 104(8), 1627–1655.

Bereiter, C. (2002) Education and Mind in the Knowledge Age, Mahwah NJ: Lawrence
Erlbaum

Gee, J. P. (2003) What Video Games Have to Teach Us about Learning and Literacy,
New York: Palgrave Macmillan.

O’Reilly, T. (2005) ‘What Is Web 2.0? Design Patterns and Business Models for the
Next Generation of Software, http://www.oreillyet.com/pub/a/oreilly/tim/news

Linda Scott, Houston., Barry. J. Fraser., & Cynthia, E. Ledbetter. (2008) published a
article on an evaluation of elementary school science kits in terms of classroom environment
and student attitudes. Journal of Elementary Science Education, 20(4), 29–47.

Pei-Ling, Hsu., Wolff-Michael, Roth., & Asit, Mazumder. (2008). Natural Pedagogical
Conversations in a High School Students’ Internship. Journal of Research in Science Teaching,
1–25.

Marie-Claire, Shanahan., & Martina, Nieswandt. (2009). Creative Activities and Their
Influence on Identification in Science: Three Case Studies. Journal of Elementary Science
Education, 21(3), 63-79.
 Tina, Varma., Mark, Volkmann., & Deborah, Hanuscin. (2009). Preservice elementary
teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy:
Influence of an elementary science education methods course and a science field experience.
Journal of Elementary Science Education, 21(4), 1–22.

Cope, B. and Kalantzis, M. (2009) ‘Ubiquitous Learning: An Agenda for Educational

Transformation’, in B. Cope and M. Kalantzis (eds) Ubiquitous Learning, Champaign IL:
University of Illinois Press.

Whelan, F. (2009). Lessons learned: how good policies produce better schools. London:
Fenton

Twidale, M. B. (2009) ‘From Ubiquitous Computing to Ubiquitous Learning’, in B.

Cope and M. Kalantzis (eds) Ubiquitous Learning, Champaign IL: University of Illinois Press.

Farmer, F. R. and Glass, B. (2010) Web Reputation Systems, Sebastapol CA: O’Reilly.

Johannes, Konig., Sigrid, Blomeke., Lynn, Paine., William, H. Schmidt., Feng- Jui,
Hsieh. (2011). General Pedagogical Knowledge of Future Middle School Teachers: On the
Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal
of Teacher Education, 62(2), 188-201.

Prabha, Hariharan. (2011). Effectiveness of Activity – Based – Learning Methodology

for Elementary School Education. Paper Submitted for National Child Rights Research
Fellowship.

Cope, B., Kalantzis, M. and Magee, L. (2011) Towards a Semantic Web: Connecting
Knowledge in Academic Research, Cambridge UK: Woodhead Publishing.

Kalantzis, M. and Cope, B. (2012) Literacies, Cambridge, UK: Cambridge University

Press

Gee, J. P. (2013) The Social Mind: Language, Ideology, and Social Practice,
Champaign IL: Common Ground.

Conati, C. and Kardan, S. (2013) ‘Student Modeling: Supporting Personalized

Instruction, from Problem Solving to Exploratory Open-Ended Activities’, AI Magazine, 34:
13–26.
 Selma, Garrido Pimenta., José, Cerchi Fusari., Cristina, Cinto Araujo Pedroso., &
Umberto de Andrade., Pinto. (2017). Teacher education courses (Pedagogy)I: weaknesses in
the basic training of a teacher. Educ. Pesqui., Sao Paulo, 43(1), 15-30.

Gusyakov, Igor. (2017). Perceptions of Effective Pedagogical Practices and Classroom

Management Strategies: A Cross-Case Analysis of Four Middle School Teachers. Electronic
Theses and Dissertations, 107.

Joan, Lachance. (2018). A Case Study of Dual Language Teaching in Science Class:
Implications for Middle Level Teachers. Research in Middle Level Education, 41(5).