About the book
Digital technologies can enhance effective teaching and learning. However, these same technologies also present teachers with many issues and dilemmas. 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 Unlike other resources that show how to use specific technologies – and quickly become outdated – this text empowers the reader to understand why they should or should not use digital technologies, when it is appropriate (or not) to do so, and the implications arising from these decisions.
Teaching and Digital Technologies is an equally relevant resource for university subjects that have a discrete focus on digital technologies, as well as subjects that deal with digital technologies in an integrated fashion. It 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.
The 26 pragmatically focused chapters guide pre-service and in-service teachers through key issues to help them decide when, how and why they need to engage with digital technologies. Each chapter also includes suggested activities, and the text is supported by a website, at www.cambridge.edu.au/academic/teachingdigital, that contains further resources.
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.
About the editors
Michael Henderson is a senior lecturer in the Faculty of Education at Monash University.
Geoff Romeo is an Honorary Professor in the Faculty of Education and Arts at Australian Catholic University.
Foreword by Professor Stephen Heppell