Digital pedagogy: Features of the term evolution in the framework of categories and concepts of pedagogy

Abstract

The tendencies of expansion of the pedagogical science conceptual field associated with lexical borrowings from various fields of scientific knowledge are indicated. Based on pedagogical, methodological, philosophical sources, the problem of the uncertainty of modern pedagogical term interpretations denoting educational phenomena is revealed. The term “digital pedagogy” is analysed in domestic and foreign pedagogical theory. The idea of the necessity of moving away from the metaphoricity principle in the interpretation of this concept is proved, the need for its inclusion in the scientific apparatus of modern pedagogy as a sign phenomenon reflecting a new area in the development of the conceptual foundations of educational practice is substantiated. The author’s approach to the definition of the term “digital pedagogy” is revealed, its essential characteristics and the boundaries of technological application are determined.