Publication TypeJournal Article
Year of Publication2011
AuthorsLamanauskas, V
JournalJournal of Baltic Science Education
Start Page216-218
Date PublishedDecember/2011
Type of ArticleEditorial
Other NumbersICID: 972557
Keywordsdigital content, digital teaching aids, digital teaching and learning, educational practice

In recent years education space is saturated with various discussions and thoughts about the so-called digital teaching and learning. New technologies consistently and rather aggressively keep penetrating into educational practice. Therefore, we have to discuss in essence the urgent problems of digital teaching, to analyse the emerging challenges both for the teachers and students. On the other hand, it would be impossible to single out any one age group people. It is urgent both for the pupils and teachers of comprehensive schools and for the teachers and students of higher schools. However, it can be basically asserted, that for younger students these questions are much more urgent. Their experience in the sphere of new technologies is varied and at the same time inadequate to current teaching and learning practice. Let’s say, not a small part of today’s youth use the services of various social networks such as, Facebook, Twitter and other. The problem is that very often we don’t know or poorly know what the educational meaning and use of such services is. Moreover, how to effectively use new technologies which are actively used by the pupils, in educational sense? Sometimes an impression is made that existing educational practice reacts unwillingly to such challenges. It is obvious, that a rather sudden shift takes place in the system “classical pedagogy” – “online pedagogy”, isn’t it? There is also another shift in the system that is closely related with this shift, “from teaching to learning”. It can be confidently asserted, that the latter shift is considerably overestimated and groundlessly given too much importance. Effective and productive learning is not possible without a proper teaching. These are two education system elements which are closely interrelated and influence each other. Only the weight of these elements differs in certain age periods. Therefore, a narrow and primitive interpretation of this shift is not acceptable. After all, in real educational practice also the third significant shift occurs, or more exactly, problem situation in the system “digital activities” – “non-digital activities is observed. How to keep a proper balance?

Refereed DesignationRefereed