New Digital Technology in Education Conceptualizing Professional Lea
This practice-minded reference addresses educator confusion and skepticism towards digital technologies in the classroom, demystifying the processes of digital learning and establishing a framework for integrating technology into professional development.
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New Digital Technology in Education Conceptualizing Professional Learning for Educators
New Digital Technology in Education
Wan Ng
New Digital Technology in Education Conceptualizing Professional Learning for Educators
Wan Ng University of Technology Sydney, School of Education Sydney, NSW, Australia
ISBN 978-3-319-05821-4 ISBN 978-3-319-05822-1 DOI 10.1007/978-3-319-05822-1
(eBook)
Library of Congress Control Number: 2015932862 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
To my beloved children, Michael and Michelle Ng.
Preface
The use of digital technologies in education started about half a century ago. It created the need to develop conceptual frameworks for effective pedagogy and strategies to enhance active, engaged and meaningful student learning that will lead to better learning outcomes. The integration of digital technologies into the curriculum is intended to support innovative pedagogy as well as prepare students for future work and citizenship. However, despite the fast pace of change in the digital technology landscape for education, studies continue to show that the level of technology integration and its impact in the classroom remain low. For example, Holkner et al. (2008, p. 85) indicated that: After nearly five decades of computers in education there is still confusion about the use of technology in classrooms and widespread reluctance to move beyond tokenistic use. There is not a universal, shared vision regarding the use of technology in the classroom and teachers are confronted with many theories and instructional designs and bombarded with confusing, even romantic, views of what the technology is capable of delivering. It is not possible to definitively establish a direct link between learning with
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