The global COVID-19 pandemic has caused a rising interest in the use of digital pedagogies and the need to teach remotely. This article aims to conceptualize the dimensions described below and offer a model for digital pedagogy to provide tools for using digital technologies in teaching. The model for digital pedagogy is discussed in terms of three dimensions: 1) pedagogical orientation; 2) pedagogical practices; and 3) the digital pedagogical competencies it provides for the teacher. This study examines how the dimensions of digital pedagogy are presented in the current research literature. The research is conducted through a systematic literature review surveying articles published in the years 2014 to 2019; a total of 12 articles are included in the review. The findings suggest that, first, in many cases, pedagogical orientation is labeled as socio-constructivist and student-centered. Second, pedagogical practices are the methods used to promote students’ learning; they involve, for example, collaboration and social knowledge construction. Finally, in addition to technological, pedagogical, and content knowledge, teachers’ success in blending digital technologies into their teaching is improved by high self-efficacy and strong peer-collaboration skills.

中文翻译：

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概念化维度和数字教育学模型

全球 COVID-19 大流行引起了人们对使用数字教学法的兴趣和远程教学的需求。本文旨在概念化以下描述的维度，并为数字教育学提供一个模型，以提供在教学中使用数字技术的工具。数字教学模式从三个维度进行讨论：1）教学方向；2) 教学实践；3) 它为教师提供的数字教学能力。本研究探讨了当前研究文献中数字教学法的维度是如何呈现的。该研究是通过对 2014 年至 2019 年发表的系统性文献综述调查文章进行的；共有12篇文章被纳入审查。研究结果表明，首先，在许多情况下，教学取向被标记为社会建构主义和以学生为中心。第二，教学实践是促进学生学习的方法；例如，它们涉及协作和社会知识建设。最后，除了技术、教学和内容知识外，教师在将数字技术融入教学方面的成功还得益于高自我效能和强大的同伴协作技能。