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Teaching and Digital Technologies


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Table of Contents

1. Why focus on big issues and critical questions? Michael Henderson and Geoff Romeo; Section 1. 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. Using digital technologies with Aboriginal and Torres Strait Islander students Glenn Auld and Lena Djabibba; Section 2. 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 Teras, Marko Teras and Michael Henderson; 12. Mobile learning: what is it and what are its possibilities? Mark Pegrum; Section 3. 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. Never believe the hype: questioning digital 'disruption' and other big ideas Neil Selwyn; Section 4. 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; Section 5. 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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This is an essential contemporary resource for pre-service and in-service teachers in local and international education environments.

About the Author

Michael Henderson is a senior lecturer in the Faculty of Education at Monash University. Geoff Romeo is an Honorary Professor in the Faculty of Education and Arts at Australian Catholic University.

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