Teaching and Digital Technologies
Big Issues and Critical Questions

This is an essential contemporary resource for pre-service and in-service teachers in local and international education environments.

Michael Henderson (Edited by), Geoff Romeo (Edited by)

9781107451971, Cambridge University Press

Paperback / softback, published 25 September 2015

352 pages
24.8 x 17.6 x 1.7 cm, 0.68 kg

Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.

1. Why focus on big issues and critical questions? Michael Henderson and Geoff Romeo
Section 1. Being Critical of our Assumptions: Learners, Learning and Digital Technology: 2. Digital natives and other myths Nicola F. Johnson
3. Learning, teaching, technology: confusing, complicated, and contested! Geoff Romeo
4. Balancing risks and growth in a digital world Jennifer Masters
5. Digital technologies and equity: gender, digital divide and rurality Neil Anderson
6. Using digital technologies with Aboriginal and Torres Strait Islander students Glenn Auld and Lena Djabibba
Section 2. Technological Affordances: What's So Special about Digital Technologies?: 7. Computational thinking: philosophy and practice Andrew Fluck and Matt Bower
8. Creativity, visualisation, collaboration and communication Glenn Finger
9. Breaking boundaries Chris Campbell
10. Using social media: assumptions, challenges and risks Michael Henderson
11. Gamification and digital games-based learning in the classroom Sue Gregory, Torsten Reiners, Lincoln C. Wood, Hanna Teräs, Marko Teräs and Michael Henderson
12. Mobile learning: what is it and what are its possibilities? Mark Pegrum
Section 3. Policy: Curriculum, Values and Agendas: 13. Considering the history of digital technologies in education Sarah K. Howard and Adrian Mozejko
14. Digital technologies in the curriculum: national and international Jason Zagami
15. Never believe the hype: questioning digital 'disruption' and other big ideas Neil Selwyn
Section 4. Student Learning: 16. When does technology improve learning? C. Paul Newhouse
17. Making learning visible through digital forms of assessment C. Paul Newhouse
18. Learning with digital technologies Peter Albion
19. Project-, problem-, and inquiry-based learning Peter Albion
20. Numeracy and technology Donna Gronn and Ann Downton
21. Digital literacy in theory, policy and practice: old concerns, new opportunities Scott Bulfin and Kelli McGraw
22. Digital technologies in early childhood education Susan Edwards
Section 5. Professional Learning: 23. National and international frameworks for teacher competency Margaret Lloyd
24. Teachers: technology, change and resistance Sarah K. Howard and Adrian Mozejko
25. Digital technology integration Michael Phillips
26. Ongoing professional learning Kathryn Holmes and Nicole Mockler.

Subject Areas: Teaching skills & techniques [JNT], Inclusive education / mainstreaming [JNFN], Educational strategies & policy [JNF], Language teaching theory & methods [CJA]