We have already explored how students learn both individually and socially, and how teachers draw from a range of learning theories to provide opportunities that motivate and engage students by optimising resources in the learning environment. In this chapter, we drill down into specific teaching approaches and strategies that are aligned with constructivist and sociocultural learning theories. You will undertake the groundwork to prepare you with an array of ideas and tools to be well equipped for teaching. We consider how to foster a classroom environment that supports a rich learning culture, implementing different ways of teaching that, used in combination in professional practice, can assist your students to become effective learners. If you are to foster learning partnerships in the classroom where students have ‘voice and choice’, you will need to understand how to promote their active participation. The chapter concludes with an examination of frameworks that promote powerful learning and effective teaching, and enable students to learn how to learn.

This chapter explores the rationales of the paratexts accompanying John Tzetzes’ commentary on Hermogenes in the bespoke copy contained in the Vossianus Gr. Q1. Besides clarifying the circumstances prompting that specific copy of the commentary, these paratexts scaffold Tzetzes’ authorial agency as well as his social role in a cultural economy based on patronage. The chapter also shows how they speak to the way Tzetzes exploits the inherent ambiguities of language and tradition, by looking at them as examples of enacted ἀμφοτερογλωσσία, resting on dialectic.

In Chapter 9 we considered how to support student wellbeing in the digital space, and how to develop eSafety and digital citizenship. In this chapter, we will consider the implications of your professional digital image or identity and how it impacts upon your role as an educator who actively uses digital technologies. We will also discuss your responsibilities as an educator in developing student digital literacy skills, even if access to technology is limited. Additionally, we will explore strategies to overcome these limitations as well as considering educators’ responsibilities to communicate with students’ parents or carers, and how digital tools can help facilitate this communication.

The first chapter considers the value of and opportunities with digital technologies, and how they can be used as tools and environments for learning. It talks about the importance of being agentic and using digital tools with purpose. The use of digital tools to develop 21st-century skills in students is discussed and there is an overview of the curriculum and policy mandates for the use of digital technologies, including development of the general capability of digital literacies.

This chapter considers the opportunities for students to explore interests, such as independent learning and personal projects, eSports and interest groups, such as maker spaces and coding clubs. It then looks at the changing roles for students and educators in which you are all co-learning–you as the educator do not need to be the expert.

This chapter focuses on information knowledge (also known as declarative or ‘what’ knowledge) and looks at how digital tools can be used to learn information. It considers how extended reality, gamification and simulations are used for learning and teaching, and explores why and how digital technologies are used in inquiry-based learning, in particular, challenge-based learning.

This chapter will explore the use of digital technologies to develop psychomotor procedures when learning with our bodies. This includes the use of video, images and annotations to practise technique or strategy in physical education, such as improving a cricket bowling technique, or to review and analyse team performance and gameplay following a match. It could be using video or audio to develop musical instrument technique or to improve public speaking or other acting or speaking skills in drama. It could be used to develop choreography or dance technique, or to practice speaking a new language. Psychomotor procedures are also involved in learning to form letters when writing and acquiring the manual skill of typing.

This chapter begins with a theory-based explanation of psychomotor procedures and how they are incorporated in some of the key models of knowledge such as Bloom’s Taxonomy and Marzano and Kendall’s New Taxonomy. It then considers how you can use digital tools to develop psychomotor procedures in curriculum subjects.

As we have noted in Chapter 1, digital technologies have the potential to enhance learning and teaching and it is within this context that we see digital technologies as also being an important part of many learning environments. This chapter builds on the nature of learning and teaching in Chapter 2 and the models and frameworks presented in Chapter 3 to highlight the importance of learning and teaching environments and the role that digital technologies play in these environments. The chapter will start with an overview of learning environments, followed by how digital technologies and circumstances (e.g. COVID-19) have expanded traditional understandings of learning environments and driven the need for digital transformation. Practical examples and spotlights will be used to explore how some of the more traditional spaces have changed.

This chapter introduces you to foundational knowledge regarding frameworks and models which is applied in later chapters. Theoretical models and frameworks serve as the ‘connective tissue that meshes theory and practice’. The chapter presents an overview of some of the most pertinent models and frameworks that can support you in designing lessons or learning experiences that incorporate digital technologies. It also highlights how you can reflect on the integration of technology into your teaching.

This chapter begins with models of educator knowledge, TPACK and the UNESCO ICT model, followed by the WHO workflow that helps you plan for using digital technologies in learning. The chapter also examines models and frameworks for considering the degree of integration of technology into teaching (SAMR and RAT/PICRAT) and concludes with educator acceptance models (TAM and CBAM).

The constantly changing nature of digital technologies opens opportunities to improve established approaches and to seek out new approaches. And although these opportunities stem from new technologies, they are translated to action by innovative educators and leaders. Hence all educators need to be innovators.

This chapter begins by explaining why educators need to see themselves as learners and innovators. It then conceptualises the nature of change in education settings for the purpose of understanding how best to respond. After which, it explores a range of professional development and learning models, and then considers the nature of innovation. It provides insight and tips that you will be able use to enact your role as an innovator.

In addition to knowledge of information (details and organising ideas), students also need to develop the skills and processes needed to complete mental tasks, for example, how to do long division, how to read a map and how to write in a specific genre. This domain of knowledge is called mental procedures. Mental procedures are learned through practice and are executed when needed to complete a task. Mental procedures occur inside a person’s brain. Educators use pedagogies to help students to learn these procedures and, once learned, to activate and facilitate this mode of thinking. This chapter will focus on how digital technologies can be used to support these pedagogies while also exploring some new opportunities.

This chapter begins by explaining mental procedures domain of knowledge. After using the TPACK model (see Chapter 3) to highlight the importance of intentionally using digital technologies, it then explores how they can be used to develop mental procedures and to guide student’s when using mental procedures.

Learning is a process. It takes time and often involves a degree of challenge. But how do students know that their learning is progressing? How do they identify ways to improve their learning? How do educators know whether the strategies and activities that they are using are helping students? This is the role of assessment – it helps students and educators to gauge progress and identify opportunities for improvement.

In Chapters 5, 6 and 7 we explored how to use digital technologies in the learning and teaching of the three domains of knowledge. In this chapter, we will close the loop by focusing on assessment and how digital technologies can help. We will start by considering the important role of assessment in learning and teaching. Following this, we will explore how to capture evidence of learning, assess learning and provide feedback using digital technologies. The chapter will conclude by exploring how to store and analyse assessment data using digital technologies.

This chapter explores your role in supporting student digital citizenship and wellbeing. It will consider how digital technologies can be used to support students’ growth as a person and digital citizen, including developing 21st-century skills. It will unpack your responsibilities to help students to develop life skills and behave in a safe and ethical manner at the intersection of the digital and non-digital worlds. The approaches you adopt in supporting students need to be age appropriate and the strategies could vary across year levels and therefore, the early childhood, primary and secondary years will be addressed separately, though, at times, you will note some overlap in the approaches and strategies. A later chapter, Chapter 11, will investigate your personal role and work in the digital world, related to your personal digital identity and how using the affordances of digital technologies can support you in your work, for example, when engaging with and supporting families.

Using both the Petcoff and Palaganas studies as a point of departure, this chapter looks at the more general educational implications of bringing emoji into pedagogical practices. The underlying premise is that emoji not only are highly understandable images, aiding learning but also can create a positive environment, making teaching and interaction congenial and open to all learners, no matter their backgrounds or learning capacities, since emoji give them an equal voice. Emoji allow for a destigmatized approach, especially for disadvantaged learners who might not be able to adequately speak for themselves. Emoji are a psychological conduit that can easily open up lines of interaction to virtually everyone. Once this is achieved, any subject matter, from English to mathematics, can be imparted broadly through any type of learning style.

This chapter samples signs from educational institutions at various levels and a few school and government offices.

This essay proposes that the English literary anthology is a genre that triangulates the canon, the curriculum, and the classroom. Its colonial legacy is undeniable, and the core processes of anthology editing – selection, excerption, arrangement, and framing – do closely replicate the decontextualizing and objectifying practices of imperial epistemologies. Nonetheless, the anthology remains an affordable textbook and is most popular in nonelite universities and college classrooms where survey and general literature courses are taught as important parts of the English literary curriculum. Rather than dismiss the anthology as a pedagogical tool, the author presents editorial strategies for decolonizing it and for presenting literary tradition in the English language in more equitable ways. Drawing upon her experience editing the eleventh edition of The Norton Anthology of English Literature (NAEL), the author offers a reappraisal of critical theories of anthologizing alongside strategies for reframing the global diffusion of English literature through the power dynamics of territorial, educational, and cultural imperialism.

Chapter 2 discusses the dilemma posed by the requirement that ‘communicative’ English be taught in a foreign language classroom – which is naturally different from real life – and suggest different ways out of this dilemma as general possibilities. The chapter therefore provides a practical applied linguistic background for the more theoretically motivated chapters that follow. We argue that many of the teaching dilemmas triggered by the setting of the foreign language classroom relate to the fact that the classroom provides its own ritual space, in which the conventions and practices and related rights and obligations holding for daily life are turned upside down.Thus, a key dilemma invariably facing the foreign language teacher is how to teach real-life language use in a non-real-life setting.