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new book for teachers (in-service and pre-service) on Teaching and Digital Technologies has been published by Cambridge University Press. The editors are DLTV member Dr Michael Henderson, and ICTEV Life Member Prof Geoff Romeo. Many of the chapter authors are also DLTV and ACCE (our parent association) members. Indeed, the book is uniquely Australian in its focus with all of the authors being notable figures from across Australian. Many of the topics are particularly relevant for Australian contexts, including a commentary on the history educational technology in Australia and the implications of Computational Thinking and the Australian Curriculum. Unlike most teaching resources, this book assumes that the work you do requires considerable orchestration and risk taking. This book peels back some of the myths, and highlights the risks, while also giving you some arguments for why, in the harsh light of day we should still persist with digital technologies.

Preface: “Teaching and Digital Technologies: Big Issues and Critical Questions”

Below are extracts from the book – reprinted with permission from Cambridge University Press. First a preface by Prof Stephen Heppell and then an introduction to the book by the editors.

Professor Stephen Heppell @stephenheppell

The book is available via most online stores, and can be found in an ebook format. If you wish to purchase from Cambridge University Press directly please quote “HENDERSON15” to receive a 10% discount for DLTV Journal subscribers (valid until 31st December - to place an order contact or call (03) 8671 1400).

Felipe Segovia Chair of Learning Innovation at Universidad Camilo José Cela, Madrid. Chair in New Media Environments, CEMP, Bournemouth University. My last week has included both a dinner with an education minister and a live media interview. What characterised both these events was a shared question: "What is the single most important thing in teaching with new technologies?" And of course therein lies the problem: there is no single uniquely important thing, no silicon bullet. Schools and other institutions of learning are complex places - single events like a road accident, or a windy day, can and do change the nature of the school community. Students are all individuals, and yet cohorts too have their own character. Teachers themselves also vary, and thank goodness; our best learning memories usually have a unique teacher as part of the mix. None of this is simple.

Teaching and Digital Technologies: Big Issues and Critical Questions EDITORS: Michael Henderson, Monash University, Victoria Geoff Romeo, Australian Catholic University, North Sydney Cambridge University Press ISBN: 9781107451971 Publication Date: September 2015 PAPERBACK - 352 pages RRP AU$ 84.95 | NZ$ 93.95 To place an order please contact Customer Service: / (03) 8671 1400.

And, underpinning all this, the conveyor belt of innovation whisking us further forwards into this millennium accelerates in both the power and the choices we are offered year on year. We face, as has often been observed, the certainty of uncertainty and some kind of constancy of change. It is hardly surprising that in amongst all this politicians and others ask for simple answers, for "the single most important thing", or revert philosophically to an earlier less complex era, or to childhoods ucation-history-theory/teaching-and-digital-technologies-bigissues-and-critical-questions

The Journal of Digital Learning and Teaching Victoria


Volume 2 | Number 2 | 2015

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