Critical and Innovative Pedagogies for Social Change (ICT Based Pedagogies and Related Teacher Education)
Uzma Rana Shamsi, Abd-ul-Ahad, Khadija Imtinan

Our world is changing dramatically and drastically. In the modern world of widening horizons, it is almost impossible to keep going with the technology and pedagogies of the past. Therefore, we need to come up with host of new approaches which employ modern technology. Oliver and Herrington (2003) rightly point out that emergence of new technology goes side by side with emergence of new pedagogies. This is a reflective paper based on author’s observation, experience and review of the related literature. This paper looks deep into the modern complex context and comes up with some innovative pedagogies and approaches which can be practised in any context of the world including marginalized classes of society. Innovative pedagogies based on ICT can be a passport for social change. It is very easy to shift to ICT based pedagogies because ICT is everywhere and anybody even the person who is nobody can access internet and be in touch with the world. This paper focuses on the modern innovative pedagogies and gives details of the pros and cons of these pedagogies. Furthermore, this paper highlights another issue as far as the uses of innovative ICT based pedagogies are concerned. As Alexander (2001) points out that e-learning works in a very complicated system where failure of only one part, can affect the whole procedure. Many issues come to forefront. Teachers’ training is one of them because no computer-mediated learning can be successful unless teachers’ own ICT skills are polished (Kirschner et al, 2006). Teachers need to be educated so that they can further change their own approach. They should be comfortable in using innovative technologies if they want to shift to new pedagogies. This paper will suggest some ways which can help teachers to look towards technology as normal not as something remote.

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