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