This book addresses the issues confronting educators in the integration of digital technologies into their teaching and their students’ learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today’s digital students with technology and propose a pragmatic and sustainable framework for teachers’ professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching. The materials in this book are comprised of original and innovative contributions, including empirical data, to existing scholarship in this field. Examples of pedagogical possibilities that are both new and currently practised across a range of teaching contexts are featured.
Inhaltsverzeichnis
Critical literature review on the status of digital technology integration in education.- An overview of teachers’ professional learning in adopting technology into their teaching.- A framework for systematic and sustainable teachers’ professional learning in new digital technology integration into teaching.- Digital learners in today’s classrooms.- Learning theories in technology-supported environments.- Digital resources and tools supporting learning: Affordances and limitations.- Digital literacy: The overarching element in successful technology integration.- Flipped Classroom.- Personalised and collaborative learning.- Assessing with digital technology.- Conclusion.
Über den Autor
Associate Professor Wan Ng is interested in the cognitive process of learning with technology and sustainable pedagogy enabled by technology that brings about effective learning in students. She is interested in how young people learn with technology and its relationship with digital literacy and multiliteracies. She believes that sustainability of lifelong learning is learning with digital technology and mobile devices at the individual level, hence empowering the individual with digital literacy, mobile (learning) literacy and multiliteracies is an important aspect of personal development. Her other research interests are located in science education, gifted education, higher education and teachers‘ work, mostly underpinned by technology
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