Teaching and Digital Technologies (eBook, PDF)

Big Issues and Critical Questions
Redaktion: Henderson, Michael

• Format: PDF

Produktbeschreibung

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 Unlike other resources that show how to use specific technologies - and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications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.

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Produktdetails

• Verlag: Cambridge University Press
• Erscheinungstermin: 8. Januar 2016
• Englisch
• ISBN-13: 9781316441565
• Artikelnr.: 43824788

Inhaltsangabe

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.