This book is designed as a resource that enriches pre-service teacher education and in-service professional learning – helping teachers to critically question and evaluate the reasons for using technology. It is important to note that this book, while adopting a critical perspective of digital technologies, believes 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), and what new implications arise.

In the context of teacher education the text is equally applicable for university subjects that have a discrete focus on digital technologies, as well as subjects that deal with digital technologies in an integrated fashion. The authors of the chapters are notable figures from across a broad range of Australian universities, giving the text a uniquely strong relevance to Australian education. It directly engages with policy, curriculum and other issues particularly relevant in an Australian context. This text provides a resource that assists specialist and non-specialist teacher educators (lecturers and tutors) to incorporate suitable discussion and activity into classes to ensure students engage with many of the key critical issues and debates.

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.