Teaching and Digital Technologies: Big Issues and Critical Questions

Teaching and Digital Technologies: Big Issues and Critical Questions


TandDT_CUP_300dropshadow.fwTeaching and Digital Technologies: Big Issues and Critical Questions
This new edited book from Cambridge University Press helps 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 Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications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 book directly engages with policy, curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. 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.

Michael Henderson, Monash University
Geoff Romeo, Australian Catholic University


  1. Why focus on big issues and critical questions?Part I. 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. The dangerous and important practices of ICT use with Aboriginal and Torres Strait Islander students Glenn Auld and Lena DjabibbaPart II. 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 PegrumPart III. 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. Don’t believe the hype: questioning digital ‘disruption’ and other big ideas Neil Selwyn

    Part IV. 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

    Part V. 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.

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