Abstract
This article attempts to define Digital Pedagogy as Pedagogical Science, that is, a part of the field of Digital Humanities. It examines the scope of pedagogical science as a whole, it offers a brief analysis of the basic concepts of the relationship between society and technology, and attempts a description of the concepts included in the definition. In the bibliographic review, trends emerge in relation to Digital Humanities as reflected in European Manifestos. The recognition of Pedagogical Science as an object of research in Digital Humanities has set the basis for the definition, the use of concepts and the developing scientific discourse in the foreign bibliography, examples of which are developed in this study, while the mapping of these in the greek bibliography is explored. The clarification of the terms under negotiation leads to the tripartite framing of Digital Pedagogy through the dimensions of pedagogical orientation, pedagogical practices and digitality.
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Digital Pedagogy: The Pedagogy in the Digital Humanities 378 KB