Overview

This book is for all those concerned with the impact of emerging digital technologies on teaching and learning. It explores what we mean by the digital age, its influence on teenage cultural practices, and how it informs our understanding of knowledge, pedagogy and practice. By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and provide strategies for teaching technology-savvy students that will ensure meaningful learning. Illustrated throughout with case studies from across the subjects and the age range, key issues considered include: How young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement. The use of complexity theory as a framework to explore teaching in the digital age. The way learning occurs -- one way exchanges, online and face to face interactions, learning within a framework of constructivism, and in communities. What we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of teaching. How students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated. With an emphasis throughout on what it means for practice, Teaching and Learning with Digital Technologies aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital era. It is essential reading for all student teachers, those engaged in masters level work, as well as students on Education Studies courses.

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9780415663632

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Louise Starkey is Associate Dean, Primary and Secondary Teacher Education, Victoria University of Wellington, New Zealand. She has many years experience as both a teacher and school leader. Her research interests are focussed on learning, teaching and school innovation in the digital era, professional learning and school development, and the experiences of beginning teachers in the secondary school context.

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