Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Chapter 2 Understanding the education landscape
- Chapter 3 Effective pedagogy for student learning
- Chapter 4 Teaching with digital technologies
- Part III Professional practice
- Part IV Professional engagement
- Index
- References
Chapter 4 - Teaching with digital technologies
from Part II - Professional knowledge
Published online by Cambridge University Press: aN Invalid Date NaN
Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Chapter 2 Understanding the education landscape
- Chapter 3 Effective pedagogy for student learning
- Chapter 4 Teaching with digital technologies
- Part III Professional practice
- Part IV Professional engagement
- Index
- References
Summary
Digital technologies influence every facet of our lives – education, health, leisure activities, finances and jobs. You may have heard terms for digital technologies, such as information technology and information and communication technology (ICT). In this chapter, we use digital technology and ICT interchangeably. In the first section, titled ‘Digital technologies and you’, we explore pre-service teachers’ personal and educational experiences with digital technologies and investigate attitudes towards digital technologies in education. A historical overview of technology and associated challenges is presented. The second section, ‘Digital technology in education’, explores the current situation in early childhood, primary and secondary school contexts. It offers some insights into theoretical frameworks, curriculum implications, pedagogical implications and practical considerations for contemporary classrooms. The third section, ‘Using digital technologies in class’, provides numerous suggestions and practical information on how digital technologies can be used for teaching and learning in the classroom.
Information
- Type
- Chapter
- Information
- Learning to Teach in a New Era , pp. 113 - 156Publisher: Cambridge University PressPrint publication year: 2025
References
Primary Sources
Arc (Victorian Department of Education): provides Victorian teachers with access to curriculum-aligned resources, professional learning opportunities, and safe and reliable software and technologies: https://arc.educationapps.vic.gov.auGoogle Scholar
Education Services Australia: provides many free resources through the Digital Technology Hub: www.digitaltechnologieshub.edu.auGoogle Scholar
eSafety Commissioner, eSafety Early Years program: www.esafety.gov.au/about-us/what-we-do/our-programs/esafety-early-years-programGoogle Scholar
eSafety Commissioner, Toolkit for Schools: www.esafety.gov.au/educators/toolkit-schoolsGoogle Scholar
Games that allow students to create content:Google Scholar
Secondary Sources
Albion, P. & Campbell, C. (2018). Technologies education for the primary years. Cengage.Google Scholar
Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3mGoogle Scholar
Fleer, M. (2023). Technologies for children (3rd ed.). Cambridge University Press.CrossRefGoogle Scholar
Henderson, H. & Romeo, G. (2015). Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.10.1017/CBO9781316091968CrossRefGoogle Scholar
Accessibility standard: Unknown
Accessibility compliance for the PDF of this book is currently unknown
and may be updated in the future.