UID:
almafu_9961294707902883
Umfang:
1 online resource (xvii, 354 pages) :
,
digital, PDF file(s).
Ausgabe:
First edition.
ISBN:
9781316440728
,
1316440729
,
9781316091968
,
1316091961
,
9781316441565
,
1316441563
Inhalt:
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 Unlike other resources that show how to use specific technologies - and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications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.
Anmerkung:
Title from publisher's bibliographic system (viewed on 08 Feb 2021).
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Cover -- Half-title -- Title page -- Copyright information -- Foreword -- Table of contents -- Preface for teacher educators and professional learning leaders -- List of contributors -- Acknowledgements -- 1 Why focus on big issues and critical questions? -- Introduction -- Section 1: Being critical of our assumptions: learners, learning and digital technologies -- Section 2: Technological affordances: what's so special about digital technologies? -- Section 3: Policy: curriculum, values and agendas -- Section 4: Student learning -- Section 5: Professional learning -- Concluding comments -- Exploring -- Section 1 Being critical of our assumptions: learners, learning and digital technologies -- 2 Digital natives and other myths -- Introduction -- Many myths and fables -- Digital natives - a myth in itself -- Older teachers do not like or use technology -- Technology never works -- If we keep students busy with technology, they will be learning -- ICTs are tools -- Technology wastes lots of time -- Young people are becoming addicts to technology -- If ICTs are used all the time, children might lose the ability to do handwriting -- Little children cannot use ICTs -- Concluding comments -- Exploring -- Further reading -- References -- 3 Learning, teaching, technology: confusing, complicated and contested! -- Introduction -- The efficacy of digital technologies: why the confusion? -- Considering the research -- Making informed decisions about the use of digital technologies in the classroom -- Concluding comments -- Exploring -- Further reading -- References -- 4 Balancing risks and growth in a digital world -- Introduction -- The rise of social networking -- Moral panics reflected in the media -- The advantages of being connected -- The disadvantages of social media -- Strategies for supporting children using the internet -- Concluding comments.
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Exploring -- Further reading -- References -- 5 Digital technologies and equity: gender, digital divide and rurality -- Introduction -- Gender and digital technologies -- The gender divide -- Addressing the problem -- Summary of key issues -- Possible responses -- Digital inclusion: addressing the digital divide -- Key points -- Digital technologies and rurality -- Concluding comments -- Exploring -- Further reading -- References -- 6 Using digital technologies with Aboriginal and Torres Strait Islander students -- Introduction -- Story 1: The development of Ndjébbana Talking Books -- Story 2: The use of mobile phones in a remote community -- Strategies to support learning with ICT -- High expectations -- Indigenous knowledge systems -- Partnerships -- Concluding comments -- Exploring -- Further reading -- References -- Section 2 Technological affordances: what's so special about digital technologies? -- 7 Computational thinking: philosophy and practice -- Introduction -- Thinking about thinking -- What is computational thinking? -- Why is computational thinking important? -- Should computational thinking be taught in schools? -- How can computational thinking be taught? -- Teaching how to organise data logically -- Teaching decomposition and abstraction -- Teaching algorithms -- Teaching about algorithms with Scratch -- Teaching about patterns and models -- Pedagogical principles for teaching computational thinking -- Concluding comments -- Exploring -- Further reading -- References -- 8 Creativity, visualisation, collaboration and communication -- Introduction -- Creativity, visualisation, collaboration and communication and digital technologies -- Creativity and digital technologies -- Visualisation and digital technologies -- Collaboration and communication and digital technologies -- TPACK capabilities -- Concluding comments -- Exploring.
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Further reading -- References -- 9 Breaking boundaries -- Introduction -- The 'flipped' classroom -- Using videos in the flipped classroom approach -- Massive Open Online Courses (MOOCs) -- Flat Classroom Project -- Potential problems and issues to consider -- Concluding comments -- Exploring -- Further reading -- References -- 10 Using social media: assumptions, challenges and risks -- Introduction -- Defining social media and social networking -- Assumptions regarding social media and students -- Using social media supports collaborative activity -- Young people cannot be assumed to know how (or want) to use social media for learning -- Using social media -- Risks and ethical dilemmas -- Concluding comments -- Exploring -- Further reading -- References -- 11 Gamification and digital games-based learning in the classroom -- Introduction -- Digital games and gamification -- Understanding gamification -- How to gamify learning -- A framework for the use of digital games or gamification for learning -- Motivation and engagement -- Interaction and collaboration -- Cognitive, behavioural and emotional skills -- Concerns regarding the use of gamification and digital games in the classroom -- Concluding comments -- Exploring -- Further reading -- References -- Acknowledgement -- 12 Mobile learning: what is it and what are its possibilities? -- Introduction -- What is m-learning and how is it different from other kinds of learning? -- What are the potential benefits of m-learning? -- How can m-learning be implemented inside and outside the classroom? -- E-books -- Apps -- Polls -- Multimedia recording -- QR codes -- AR browsers -- What drawbacks of m-learning need to be considered? -- Concluding comments -- Exploring -- Further reading -- References -- Section 3 Policy: curriculum, values and agendas.
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13 Considering the history of digital technologies in education -- Introduction -- Pre-digital: film, radio and television (1890s to 1970s) -- Influences -- Implications -- Digital technologies: personal computers (1970s) -- Influences -- Implications -- Connected digital technologies: the internet (1990s) -- Influences -- Implications -- Concluding comments -- Exploring -- Further reading -- References -- 14 Digital technologies in the curriculum: national and international -- Introduction -- Introduction of digital technologies into the curriculum -- The place of ICT and computing in education -- Industry involvement -- The effects of industry on curriculum development -- The Australian Curriculum -- Challenges to the school curriculum -- Concluding comments -- Exploring -- Further reading -- References -- 15 Never believe the hype: questioning digital 'disruption' and other big ideas -- Introduction -- Big ideas in educational technology: the example of 'digital disruption' -- Digital technology and 'disruptive innovation' -- The digital disruption of education -- The obvious appeal of the disruption thesis -- The disruption of education: reasons to be cautious -- Concluding comments -- Exploring -- Future reading -- References -- Section 4 Student learning -- 16 When does technology improve learning? -- Introduction -- Why are digital technologies used in schools? -- Do digital technologies improve learning? -- Some educators believe that digital technologies cannot improve learning -- How may digital technologies improve learning? -- What are meaningful uses of digital technologies? -- A learning environments approach -- Concluding comments -- 1) Identify problem, intended outcomes and potential for meaningful use of digital technologies -- 2) Select appropriate digital technologies for solution -- 3) Develop an implementation strategy.
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4) Organise adequate access to required digital technologies -- 5) Manage the implementation -- 6) Evaluate the success -- Exploring -- Further reading -- References -- 17 Making learning visible through digital forms of assessment -- Introduction -- What is assessment? -- What are the problems with assessment? -- Purposes of assessment -- The problems of validity and reliability -- How can digital technologies address problems of assessment? -- Forms of e-assessment -- Computer-based exams -- Digital portfolios -- Audiovisual recordings -- Assessment emerges from activity -- Learning analytics -- Concluding comments -- Exploring -- Further reading -- References -- 18 Learning with digital technologies -- Introduction -- The nature of learning -- What can be learned? -- How can it be learned? -- Theories of learning -- Cognitivist-behaviourist -- Constructivist -- (Cultural-Historical) Activity Theory -- Constructionist -- Connectivist -- Evolution or complementarity? -- Concluding comments -- Exploring -- Further reading -- References -- 19 Project-, problem-, and inquiry-based learning -- Introduction -- Learners and learning at the centre -- A family of pedagogies -- Inquiry-based learning as parent -- Distinguishing sibling pedagogies -- Project-based learning -- Problem-based learning -- Challenge-based learning -- Foundations in learning theories -- Constructivism -- Constructionism -- Effects of inquiry-based learning -- Digital technologies and inquiry-based learning -- Initiating inquiry -- Support the inquiry process -- Presenting inquiry outcomes -- WebQuest as inquiry pedagogy -- Assessment -- Concluding comments -- Exploring -- Further reading -- References -- 20 Numeracy and technology -- Introduction -- Mathematics and numeracy -- 1) Using technology to do the mathematics.
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2) Using technology to create learning episodes for authentic tasks or projects.
Weitere Ausg.:
ISBN 9781107451971
Weitere Ausg.:
ISBN 1107451973
Sprache:
Englisch
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