Teaching and Digital Technologies Big Issues and Critical Questions

Introduction

The use of digital technologies in education, and more specifically for learning, is complex. Digital technology cannot be simply applied without consequences; effective use requires teachers and leaders to be aware of the underlying big issues and to ask critical questions. This is particularly important with the Australian Curriculum (and state derivatives) mandating the effective integration of digital technologies (ICT as a general capability) for all students Foundation to Year 10 (F–10) and the introduction of digital technologies as a compulsory subject for all students (F–8). Not only do we need to understand what the curriculum is asking of us as teachers, but also the reasons for the curriculum pressure, and the implications for our practice and for student learning.

Pre-service, graduate, and in-service teachers need to use digital technologies in their practice, but are they being exposed to the debate about if, when and why and given the opportunity to ask probing questions about the efficacy of existing, emerging and new technologies in the classroom?

It is important to note that this book and its authors, while adopting a critical perspective of digital technologies, contend that such technologies can benefit education. However, rather than focusing on what buttons to press, each chapter aims to empower the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not) to do so, and what new implications arise.