 Hello everyone, I welcome you all. I am here to present my article entitled Digital Pedagogy, the Due Normal of Teaching. First of all, we have to know what digital pedagogy is. Pedagogy is an art and science of teaching. Digital pedagogy refers to using digital technologies to get best out of teaching and learning. It is an engaged and reflexive practice and scholarship of teaching and learning through digital technologies. Pedagogy, technology and content, when carefully considered and integrated, then a new active learning ecosystem emerges which is called as digital pedagogy. Bloom's Digital Taxonomy. All of us are familiar with Bloom's Taxonomy, BS Bloom has proposed a hierarchical model of cognitive development for attainment of educational objectives in 1956, which has been revised in 2001 by Rathol and his disciples and known as Revised Bloom's Taxonomy. Now a newer version of this taxonomy is available which is digital in nature, means the action verb which has been used for certain levels of understanding, certain levels of cognitive domain has been replaced by digital action verbs, such as stages are same, remembering understanding, applying, analyzing, evaluating and creating as in revised Bloom's Taxonomy but the action verb has been changed, such as if one is able to bookmark and copy, he will be able, he is at the remembering stage, is able to tweet or tag, then understanding stage, edit or upload, applying stage, similarly if one is able to create a blog or create a podcast, then he or she is at the highest level of Bloom's digital taxonomy that is creating level. So taxonomy is also being digital in this digital world, hence digital pedagogy follows this taxonomy. Then digital literacy development pyramid, being digitally literate is the first step for being digitally competent. So in this pyramid, we have to come to know that by crossing 1, 2, 3 level, one can reach at the level 4 and being digitally competent. Bitham and Sharpe in 2010 have provided us with the digital literacy development pyramid which is based on Maslow's model of hierarchical needs, it has 4 levels, 1, 2, 3 and 4. It is access, means if one is able to access to a particular digital tool, he is at the lowest level of digital competence that is level 1. Similarly, functional skill to use that tool, then level 2, one can practice that tool, level 3 and finally if one has identified attributes for that tool, means purposefully use that tool in accordance to his or her need, then he is at the level 4 and being digitally competent. This pyramid has been provided by Bitham and Sharpe. Then T-PAC model, here T stands for technology, P for pedagogy, C for content and K for knowledge. This model builds on the earlier work of Shilman to explain how teacher's understanding of educational technologies and pedagogical content knowledge means PCK interact with one another to produce effective teaching with technology. This has been provided by Polar et al in 2013. This model explains that we are technology content and pedagogy, all of three of them intersect with one another, then that portion which is common to all that is having technology as well as content and pedagogy is termed as digital pedagogy, means one has to understand that only amalgamation and aggregation of technology, pedagogy and content could not result into resultant into digital pedagogy. It has to be commonest of all, it has to be intelligently integrated in accordance to the needs of the learner. Then theory behind digital pedagogy. Theories have also replaced one with another as the pattern of learning has changed. Previously it was behaviorism, then cognitivism which has been replaced by constructivism and presently it is connectivism. All of us are familiar with behaviorism, cognitivism and constructivism. So, we have talked about only connectivism here. Siemens and Tittenbergers in 2009 has proposed a theory of connectivism which views knowledge as a function of connections across an emergent network. This means that nowadays knowledge is generated because of connections between individuals and the wireless network of the internet. Means everybody is connected through seamless networking of internet and this connection is responsible for the creation of knowledge. Hence this theory has been named as connectivism. Then benefits of digital pedagogy in classroom. Everyone is experiencing these benefits nowadays because anytime anywhere means anyone at any time from anywhere can benefit from this digital pedagogy. It itself pays means learner centered means learner can progress according to his or her pace. Well track means teacher has full control over students login when he or she has been logged in locked out when he or she has downloaded a paper or article or not and what and everything. Then flip learning. Only digital pedagogy has resulted into flip learning because in flip learning we have to provide learning material to learners in advance to the actual classroom condition via any electronic mode and student has to learn that material has to read that material and come to classroom with their with his or her queries and the classroom teaching time has been devoted to the application level of the learning material provided. Blended learning. Blended learning means blending. Blending of what? Blending of offline and online activity so that we can create maximum learning output for from these students. It is collaborative. It is active learning because everybody is active here personalized learning because it suits to the individual differences of the learner. Gamification. Gamification means use of gaming techniques in non-game like situations means if we use game like situation in any learning teaching learning process then it has been resulted into a fruitful experiences of the learner and learning becomes permanent. Then use of AI. AI means artificial intelligence. Use of artificial intelligence is prevalent everywhere nowadays. Hence when we can when we use artificial intelligence in our classroom through digital pedagogy then it can create wonders. And last but not least challenges in adopting digital pedagogy it is not so smooth it is not so easy because there are many challenges. First of all there is lack of resources there is lack of time to practice because teacher is involved in every task all the time to maintain registers to maintain attendance and to maintain records so he or she has not get time enough time to participate or practice in this digital platforms. Lack of access lack of technical support lack of motivation to excel and last but not the least rigidness on the part of educators to adopt new technologies. And at last in conclusion we can conclude this article by saying that one can never become like pre-pandemic at least in educational sector we cannot return to totally offline activities we have to adopt digital pedagogy as it is the new normal of teaching and instinct to our students who are digital natives that is born and brought up in this digital era. So this is all from my side thank you thank you all of you for your patient listening.