Digital Fluency: It’s More Than Just the Tools

table covered with hundreds of simple hand tools

by James Hardin, College of Education As someone who teaches others how to appropriately enhance instructional practices through the integration of technology, I am constantly on the lookout for tech-related experiences that will help improve my craft. When asked if I was interested in joining a group of fellow educators from UA in attending the […]

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Reflections on Inclusion and Equity in Digitally Mediated Learning Spaces

by Heather Pleasants, Office of Institutional Effectiveness After returning from the Digital Pedagogy Lab Summer Institute (DPL)*, writing a post about “Assessing Diversity, Equity, and Inclusion in Digital Classrooms” seemed to make sense. However, I encountered a few challenges right away: Challenge #1: Who wants to read a blog post that starts with “assessing?”  (…crickets) Challenge […]

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Critical Digital Pedagogy in the Modern Classroom: Expectations Vs. Reality

people holding large puzzle pieces on a table

by Cherelle Young, Tuscaloosa City Schools What is Critical Digital Pedagogy? Kate Molloy, a learning technologist with the Centre for Excellence in Learning and Teaching at NUI Galway and a peer from the Digital Pedagogy Lab, gave a good, easy-to-understand definition of Critical Digital Pedagogy: “CDP is the practice of reflective, critical teaching in a digital space. We must remain conscious […]

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Digital Literacy: A Critical Approach

Woods Quad at University of Alabama in 1831

by Nathan Loewen, Department of Religious Studies On April 18, 1831, the faculty of four men at The University of Alabama opened its doors to fifty-two male students. The campus eventually looked something like this: The photo exhibits what some call the built environment of the original UA campus. Scholarly research on the built environment focuses […]

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