Is there a digital pedagogy – a distinct domain, different from general pedagogy and from any other pedagogy? If so, what are its aims, its object of study, its specific methods and principles? What is digital pedagogy, and how does it fit within the education sciences? These are the questions of the initial stage of an emerging area within the education sciences, in which practice challenges us to expand the existing body of pedagogical knowledge and methods. The article contributes to contextualizing the set of information, experiences and scientific knowledge, conditions, relationships and meanings orbiting the phrase “digital pedagogy”. The term itself has been in use for over 10 years – the first dedicated articles date from 2011, with elements of a digital proto-pedagogy in 2004 (Latham, apud Fyfe) – while absorbing a series of much older concepts and practices, sometimes in a new way.