Teaching in a Digital Age: Guidelines for designing teaching and learning for a digital age
A.W. (Tony) Bates, University of British Columbia
Pub Date: 2015
ISBN 13: 978099526921
Conditions of Use
This book covers a broad, complex area. It does so in a really accessible way, with a clear introduction and chapter splits. Easy to read all the read more
This book covers a broad, complex area. It does so in a really accessible way, with a clear introduction and chapter splits. Easy to read all the way through or to dip in and out of. It covers a wide variety of topics all of which are both key and core to the subject in a lively way
This is an everchanging subject, inevitably over time there will be changes that are not included which make the breadth less than comprehensive/accurate. However, the author has addressed this through updates - podcasts for example - which are clearly signposted in the contents page. This approach means the book can continue to be accurate.
The content is up-to-date and this is because the updates have been used to ensure that it remains so. The topic is so fast changing that there is a continual threat to its relevance/longevity but the author has successfully defended against this through the approach to updates.
The author has a readable, accessible style, breaking down concepts, illustrating with examples, identifying key takeaways. The book offers a lively read.
The text was internally consistent both in its use of terminology and framework, it was readable throughout and allowed the reader to dip in and out without feeling 'lost' when returning to it.
The book began with a series of blogs. This is really appropriate to the nature of the subject and the style invites the reader into illustrations and situations, with sufficient context/theory to understand in a way that is relatable. The layout is good, the length of sections/chapters feel right.
Well organised and structured. The structure is also nicely explained at the beginning and the flow feels very natural. It is a broad topic with many challenges but they feel approachable..
I had no interface issues.
The grammar, style of writing was of a very good standard.
The cultural relevance of this book felt appropriate.
This is a very lively accessible read. It does 'what it says on the tin'. It is also well worth noting that this is an author that publishes through creative commons and role modes the underpinning principles of creative commons - chapter 10 really demonstrates this. Overall a book worth reading!
The book has 12 Chapters, which are effectively separated into clear topics related to perspectives on teaching, methods for teaching in this read more
The book has 12 Chapters, which are effectively separated into clear topics related to perspectives on teaching, methods for teaching in this technology-rich culture we live in, and scenarios related to some of the topics within the book that effectively set up or highlight major issues related to a given chapter. In these ways the book is comprehensive on this topic and I appreciate the author's addition of podcasts. A small area of improvement: the index says it is only completed through section 6 of Chapter 3, which is about 1/4 of the way through the book.
I did not notice any errors and found the language used in the book to be unbiased--a balanced discussion of different perspectives on teaching and means for using technology to interact with students in-person and virtually. Some of the scenarios (e.g., Scenario D) are written in a way that the characters within the scenarios have explicit biases or perspectives on teaching and we jump into hear about some conflict or disequilibrium they are experiencing. So in this way, the scenarios provide a window into one perspective so that the author can then present some similar and dissimilar perspectives in light of the scenario.
Content is up-to-date and the integration of podcast links makes it feasible that future updates should be relatively easy and straightforward. I could imagine, that every couple years the author may want to make sure there are not new forms of technology or means of interacting with students around technology that do not need to be integrated or highlighted or refined.
I really appreciate the layout and prose of this book. Although the chapters build on one another, I also was able to easily hone in on a particular chapter before digging into details of previous chapters. Also, the sub-sections of each chapter are not so lengthly that the material drags on. The concise but well-written sub-sections hang together well and are clear.
I found this book to consistently use terminology throughout. The structure of overview for the chapter, then sub-sections expanding on this theme, and integration of scenarios at some point in the chapter, occasionally, is maintained throughout. Also, readers are given many opportunities to reflect/respond/process for themselves what they have been reading from particular chapters.
In courses I teach where new instructors are reflecting on their teaching practices and teaching beliefs, I can easily see ways to take certain chapters from this book to use at different points in these courses without expecting my students to read the entire, 12 chapter book. The integration of visual representations, headings and sub-headings, and activities for the reader within each chapter are some of the features that aid in the readability of the smaller sections of the book if one decided to just use portions of it.
I realize that I integrated comments about this in other sections of the review already. So in summary, the topics in the text are presented in a logical, clear fashion and the author included helpful overviews to guide the reader as to how earlier chapters may relate to later ones.
In general, I did not experience any navigation problems or interface issues. I really appreciate, in fact, how the table of contents is hyperlinked so I can go directly to a sub-section very easily when using the digital version. A few figures that have a lot of text looked a little pixelated (e.g., Figure 7.7) which was only noticeable because the surrounding text was clear--the text in this Figure 7.7 for instance is still completely readable just noticeably pixelated. This is not a persistent issue, just occasionally. And interestingly, when I clicked on the figures for which there was some pixelation in the PDF, the image itself that opened all on it's own was very clear, so it might just be something in the PDF-creation process. Hence I still rated this a 5, since images can also be opened separately and are then very clear.
I did not notice any grammatical errors.
Scenarios and examples incorporated include a variety of backgrounds and diverse issues. I did not encounter any text that was culturally insensitive or offensive.
This is a valuable resource for individuals and groups in academics who want to consider and reflect on their own teaching perspectives, practices, and response to our digital environment.
The textbook is a systematic introduction to what it means to teach in a digital age. It takes into account the changing nature of the students in read more
The textbook is a systematic introduction to what it means to teach in a digital age. It takes into account the changing nature of the students in higher education-the digital natives discussed by Prensky more than a decade ago-and now part of the pedagogical landscape of US higher education. The author does not take for granted that everybody knows the complexity of teaching in a digital age. He explains and demonstrates what it means to teach in a world where students learn from different sources and not form the printed culture as it used to be. Also, the author analyses important ramifications between the academia and the global economy where new skills are needed to succeed thus opening to critical understanding of what it means to rethink pedagogy in a digital age. Finally, the theoretical underpinnings presented in chapter 2 of the book allows the reader to become aware and understand that teaching in a digital world is a continuum pedagogical endeavor rooted in the idea that individuals continuously evolve in their idea of knowledge acquisition and application with the changing nature of their sociocultural environment.
The book is accurate in presenting the whys and hows of how to redesign curriculum and instruction in a digital age. In particular, the chapter4 and 5 prepare the reader to understand how a new design is necessary to teach effectively in a digital age. The chapters of thsi book are written in a way that each chapter builds on the other in a logical way. the reader does not need previous knowledge to understand the content of the book. Also, the technical lexicon used in the book is always clarified and discussed in the book. One chapter that stands out in the book is chapter 12 where the author lays out the blueprint to help professional educators to acquire the digital pedagogical culture to teach a new generation of students. Also, it makes the case for resources to train teachers and instructors to meet the challenges of a new way of teaching and learning.
I believe that this book is a very good introductory text to digital teaching and learning. It will need-as any book on the subject-constant updates due to the rapid changing nature of digital pedagogies. I foresee that the book should be updated every two-three years to offer the reader/instructor new insights in digital pedagogies.
The language of this book is not only clear but is user friendly for the novice who want to understand the nuts and bolts of digital learning. The author does not take for granted that the reader knows the jargon of digital pedagogies. The author clarifies the terms and the discussion on the different dimensions of digital pedagogies is always presented in a clear and specific way.
The book is consistent with the goal to offer and systematic introduction to digital learning and teaching. For instance, the author provides in the appendixes models to apply in designing digital pedagogies. I noticed an alignment not only in the language throughout the text but also and more importantly every chapter builds on the other giving the reader the ability to see the unfolding of digital pedagogies and design models and their applications for teaching and learning.
This text can be easily used without being read from the beginning to the end. If the reader is interested in a particular design, he/she can choose to focus only on one part or chapter of the text. Also, the text has opportunities for expanding is initial scope and goals. Chapter can be removed and new can be added to further versions of the text without affecting the original goal and scope of the text. For instance, Chapter 5, MOOCs and Chapter 7: Pedagogical differences between media can be remodularized or expanded according to the changing landscapes of digital pedagogies and media. In turn, the text present that flexibility that an open book must possess to continuously engage the reader in the area of digital pedagogies.
The text is systematic in presenting the topic from the principles of digital pedagogies to the how the models to design effective digital pedagogies instruction.
I have not encountered any interface problems when reading the book for review.
The language is grammatically correct. After having read the book several times, I can conclude, to the best of my knowledge, the the text is free of grammatical errors.
This is a text that adds an important conversation to the research and instructional area of digital pedagogies in the 21st century. The text can be used as a systematic introduction to digital learning and as a springboard to delve into more complex components of teaching and learning in a digital age. The cultural relevance of the text is also found in the author's background and profound knowledge of the field.
In conclusion, this book is a must-read for the reader/scholar interested in beginning to understand how digital culture is affecting teaching in the 21st century. The text is not only an introduction to the culture of digital learning but also and more importantly is an invitation to start a critical conversation on the impact and ramifications of digital learning and pedagogies that will have a significant impact on the generation of students and instructors in the years to come. Enjoyable reading!
This book covers in its 12 chapters and on over 500 pages all important aspects of teaching in the digital age and knowledge-based economy. This read more
This book covers in its 12 chapters and on over 500 pages all important aspects of teaching in the digital age and knowledge-based economy. This includes review of theory and practice of knowledge and learning; various teaching methods, modes, and techniques; educational technologies and media; institutional, economic and other contexts of modern-day teaching etc. While each of the areas covered could be explored in more depth, this is beyond the scope of the "Teaching in a Digital Age", and the references to other works in which separate topics are discussed in detail are included in extensive list of references for any interested reader to continue exploration. Thorough bibliography consists of more than 250 works spanning from 1762 to 2015. Four appendices are also included. The book has no glossary but the index is included, in which an interesting and quite effective approach is used: pointing to chapters and sections/subsections of the work rather than to specific pages the numeration of which may differ in different formats in which this work is available. In author's own words, the index included in this book is under construction, and I think the fully-developed index, once completed, will greatly benefit the reader, making this extensive work more searchable (it is already very browseable due to its thoughtful structure)
In my reading of this text, I did not discover any inaccuracies or errors. The author strives to avoid bias (e.g., he intentionally does not take sides in the discussion of relative advantages and disadvantages of different epistemological approaches although expresses a personal preference for more constructivist-based approach).
The books covers both historical and modern perspectives. Where the modern perspectives are discussed, the text is up-to-date, both in terms of content (for example, current or recent statistical data is cited whenever possible; newer phenomena such as MOOCs and use of social media in education, as well as open education movement, are discussed) and based on the analysis of bibliography, which includes substantial proportion of works published in the latest decade (2010s). Due to the fluid and constantly evolving subject matter of this work, frequent updates will be needed to maintain currency and longevity. However, because of the high modularity of this text, it will be relatively easy to implement necessary updates.
This work is written clearly, in a very accessible and engaging way; the use of jargon is minimized, and all the terminology is clearly explained, with the use of examples, among other tools. I am particularly impressed by how easy-to-understand, for readers of varying educational levels and coming from different disciplines, is the chapter on epistemology, which is normally not an easy topic.
In my reading of this text, I did not discover any inconsistencies in terminology. The framework-based consistency is hard to evaluate in this case and might be irrelevant to this particular text. If the epistemological perspective is viewed as the framework, then consistent reliance on just one of them is clearly beyond the scope of this work -- the author himself states in the opening chapters that epistemological approaches can and should differ across and within disciplines and often change even within the same course by the same instructor, as students progress through the course material.
The text is written with the idea that each chapter (and perhaps even each section within a chapter) can be read/assigned on its own at different points in time. Each chapter opens with a scenario, includes a statement of its purpose, its own table of contents and key takeaway points, and each section within a chapter includes its own bibliography and often an activity associated with it. Although there are some self-references (one or more other chapters of the book are referenced in most of its chapters), it would not be disruptive to the reader if the chapters/sections of this book are reorganized to fit the needs of the the specific course.
The overall organization of the book is very logical in my view. Within the chapters, the flow is clear and uninterrupted. I am a bit unsure though why one of the appendices (Appendix 2 Questions to Guide Media Selection and Use) is not integrated within the main body of the text: it looks like chapter 8 could be a better home for it.
The only interface issue that I have encountered is blurriness of some images which is probably an artifact of a PDF -- the format in which I downloaded and read this book.
In my reading of this book, I did not observe any grammatical issues; the only typographical errors I noticed are the misspelling of the year numbers in the Bibliography section (e.g., "2104" instead of "2014", etc.)
The text is culturally relevant and contains no cultural insensitivities. The examples used are drawn from a variety of different countries and cultures. Particular attention is given to diversity in education, including variety of racial, ethnic and social backgrounds.
The interactivity of the text is impressive, even in a print version. In addition to common for textbooks activities or exercises, the scenarios are found at the beginning of each chapter. These scenarios are drawn from real-life situations and sometimes exaggerated to emphasize the main point of what would be discussed in the chapter. I find this mechanism very engaging for the reader.
This text addresses not only the practical area of tools and skills employed in digital teaching and learning but raises discussion around current read more
This text addresses not only the practical area of tools and skills employed in digital teaching and learning but raises discussion around current questions about the role of digital education in a changing market, where universities and community college are pressured by government and business forces to produce workers, while those institutions endeavor to maintain their enduring mission to create and transmit knowledge. That frame provides the book's structure through chapters on theory and practice, methods, media and delivery. From there the author looks forward to developing trends, including Open Educational Resources, and ends by grounding the text in a discussion of practices that ensure supportive faculty development and quality teaching. The text does not do much to address questions of universal design and accessibility, though, and faculty who are coming around to using online and classroom technology in their teaching need to be made aware of those issues at every stage as they plan and implement lessons.
Keeping in mind the book's recent publication date of 2015, this is a fast-moving subject area, with change and disruption being the norm. Happily, what the text covers is does so with accuracy and in the spirit of inquiry, providing not only information but critical questioning. The unit on MOOCs, for example, provides a fair overview of the purposes and successes of the model, and at the same time is direct in assessing its limits and challenges. The book does not seek to be a tutorial or how-to on using specific technologies, but a pedagogical tool for thinking about teaching and learning in a digital age.
Because the text is strong on pedagogy and discusses technologies as examples of attaining learning outcomes, it should have a substantial shelf life. The economic and cultural issues raised by digital teaching and learning are only now coming into focus, and this book integrates those topics into each unit's focus. There is a table of contents heading for updates and revisions, where currently it reflects that the author has added brief audio podcasts to the first six chapters.
Bates is a fluid and natural writer, who communicates effectively with his audience. The opening "Scenario A" immediately makes a connection with most faculty and establishes Bates as a knowledgeable peer, one who is adept in using humor and empathy as he provides insight. The more technical sections of the text are understandable and he explains terms and concepts thoroughly, keeping in mind an audience that likely is not as experienced in digital teaching and learning as some of their peers. The "takeaways" at the end of the chapter act as summaries that aid in understanding.
Terms are used consistently throughout, in the fields of technology and of pedagogy.
The design is very user-friendly. The audio podcasts provide presence and an opportunity for the author to connect with his audience. The introduction provides a helpful overview of each chapter, and each chapter is framed with objectives and takeaways, and ends with a bibliography. There are case scenarios throughout that ask readers to engage with the content and questions raised by the issues surrounding digital teaching and learning. Much of the text is hyperlinked, enough to make for a reader's learning to continue outside of the text. The book could be used in its entirety, or an instructor could narrow in on specific topics with little difficulty.
The flow is logical and follows a basic development from overview to theoretical background, before approaching methods, examples of technological practices and tools, to their use and application. The book ends with a look at trends, which might allow it to become dated quickly, and a summary of quality measures. The four appendices are lengthy, but contain material which, while important and useful for reference, would clutter the main narrative.
There are no navigation issues. The hyperlinked table of contents is useful; pages are kept to manageable length, and chapters are easily paged through with previous and next arrows. The book can be accessed as a web document, or downloaded as a PDF. Accessibility is good, with images and charts being labeled, and if applicable, their content explained in the narrative.
The book is well-written and cleanly edited.
The book addresses diversity throughout, and its repeated attention to the cultural and economic drivers of digital education maintain focus on the need for an inclusive approach as universities and colleges integrate digital teaching and learning into their mission. For example, the chapter on MOOCs considers how free, massively open courses might affect public higher education, and uses in its end of chapter scenario the issue of aging and mental health. Throughout, Bates asks readers to keep in mind the demographics of their students, and their needs.
I see this as being a useful resource for my work in faculty development. It will help me bridge the gap between technology and pedagogy, and assist faculty in taking on new challenges both in the classroom and online.
The text covers a comprehensive list of topics related to Teaching in a Digital Age. Each topic is clearly labeled in the Index. The author provides read more
The text covers a comprehensive list of topics related to Teaching in a Digital Age. Each topic is clearly labeled in the Index. The author provides information and suggestions for each topic covered in relation to education in a digital world.
The content of the text is accurate throughout and presented in an unbiased manner.
Teaching in the Digital age is not a topic that will go away for the forseeable future. The content itself encourages readers to stay as up to date as possible with the latest technology trends in order to effectively use technology in education. The transition of traditional courses into online formats continues to be a problem for universities. It is so important to understand that simply migrating information and assignments to an online format is not the best practice. As educators, we have a responsibility to ensure that our students are able to succeed in the courses we teach. There are many aspects of online education that factor into ensuring success among online students. The content of the text will remain relevant until digital education is at a place were all courses utilize and implement technology in a way that will ensure the success of students in a specific course as well as in their future careers. Future updates will be easy to implement as current technology is updated and new technology is created.
The text is written in easy to understand terminology. Although the content covers many technology topics, individuals who are not technology-savvy will be able to understand the topics covered. Terms that may be unfamiliar to readers are explained so that they may continue reading the text and are able to understand new topics introduced.
The text remains consistent in terms of terminology and framework throughout each chapter. The author provides an overview of each chapter as well as what the reader can expect to learn from each section of the text. Throughout the text, readers are asked to reflect on what they have read in order to ensure they have learned the topics covered.
The text could easily be divided and read by chapter or smaller sections within each chapter. Although each chapter is related in some way, sections of the text could be read without the need to have read a previous chapter.
The topics are organized in a logical way and are presented in a clear fashion.
The text is easy to navigate in both the PDF and online version. Hyperlinks allow the reader to easily locate the appropriate chapter or section or send the reader to the related audio clip. Images and other features enhance the topic rather than distract.
The text contains no grammatical errors.
There were not insensitive or offenses found within the text. Examples include a variety of races, ethnicities, backgrounds, etc.
I was glad to see that there were some online textbooks relevant to my field of study. Although digital education has grown rapidly over the past few years, there are still some educators who shy away from the use of technology in the classroom or are unable to provide students with a quality online learning experience. I appreciate the fact that the author covered such a comprehensive list of topics relevant to digital education and that the information provided will help educators to create better online learning environments for students in this digital age.
I think the text covers a wide range of topics regarding the topic, teaching in a digital age. I believe the content is comprehensive, current, and appropriate. read more
I think the text covers a wide range of topics regarding the topic, teaching in a digital age. I believe the content is comprehensive, current, and appropriate.
I believe the content is accurate, error-free and unbiased.
I think overall the book is very relevant. Topics covered in this book such as MOOCs and social media tools often appear in our day-to-day conversations when speaking about technology integration in this day and age. I’d suggest adding a broader selection of technology-related topics such as simulations, gamifications, virtual worlds to the extant pool so that Web 2.0 and social media doesn’t appear to be the predominant type of technology being used in teaching and learning.
The book is clear and easy to understand. The writing style and language used is extremely friendly to educators across all levels, including K-12, postsecondary, and graduate education.
The text is consistent across all chapters within the body of the text.
I don’t see any issues with modularity. I think the content is finely chunked into small segments which definitely helps with understanding and the headings and subheadings appropriately signal the content. I like the incorporation of purpose statements, what is included, and key takeaways appearing consistently across all chapters, which makes the book extremely user-friendly as a textbook.
The twelve chapters are presented in an organized and logical manner.
I like how the interface looks. I also like the audio podcasts embedded in some of the chapters. Incorporating varied types of media took a differentiated approach of teaching and perfectly reiterates ethos of teaching in a digital age. I was reading the web version so I particularly appreciate the Table of Contents on the side, which helps me navigate the content much more easily and swiftly.
I found no grammatical errors.
The book illustrates a few story drawn from the author's personal background and multicultural experiences. I think the author attempts to integrate a global perspective when discussing certain topics and issues.
I enjoyed reading this book and I found it to be a valuable resource. I will consider using it in my own course on online learning.
The text covered the subject very well. I feared the text would be yet another "10 Best iPad Apps" rehash, but that was not the case at all. The read more
The text covered the subject very well. I feared the text would be yet another "10 Best iPad Apps" rehash, but that was not the case at all. The reader was stepped through the entire teaching process through a pedagogical lens that makes the pieces fit together cleanly. The organization of the materials and the text itself made it easy to navigate and find the desired information.
The text gives an accurate representation of the topic. It follows conventional wisdom on teaching and includes viable, though-provoking insertion of technology into the formula. Cites and references help to validate the accuracy of the materials.
Since this is a book on the use of technology, there is always the need for updating. The author spells out the uses and benefits of technology in education without getting too hung up in the tech du jour. I am hopeful that Mr. Bates remains vigilant in supplying updates as major turns on the road are encountered.
The text was very clear and concise. No issues at all.
The book remains consistent to its overall theme and to it form/layout throughout. Mr. Bates begins the process by explaining the teaching and learning and then spells it out in more detail as the reader advances through the text. I appreciated the consistent format of the individual chapters with each beginning and ending with outcomes and takeaways. It gave me a good sense for what I was to get out of the chapter and then a good review of the content as I finished it.
The chapters were well designed and completely self contained.
Excellent. See my comments above.
The book was well designed from concept through implementation, It is an easy read and follows a solid flow.
I did not find any grammatical issues.
I did not find any insensitivities or offenses.
I was pleasantly surprised by this book. As I stated earlier, I feared this to be another app review but it turned out to be much. much more. I fully recommend this book for all teachers and instructional designers.
The content of this book is very comprehensive. The author provides very useful information to consider about the teaching in a digital age. It read more
The content of this book is very comprehensive. The author provides very useful information to consider about the teaching in a digital age. It really helps you to understand more about how to help your students to develop the skills for a digital age. Because technologies are advancing rapidly, we must keep up with these advancements, and we need to be prepared to make adjustments to instruction. The author of this book does a really nice job at giving instructors the tools to help the transitions to technologies. Chapter 10 especially provides a useful explanation about OER (Open Education Resources). The author has a lot of experience and knowledge on the subject.
This book seems to have accuracy in the information presented.
The author provides important discussions related to education issues that are present in our current system therefore it is relevant to all of us. The author also presents solutions for future education adapting the new technologies to our teaching. Because of the fact that technologies are constantly evolving, this book will need to be updated in order to maintain its relevance and longevity.
This book presented the information in a clear way. It was easy to understand the ideas the author was trying to present.
The book is very consistent. It really stays focused on the table of contents. The author creates a section called purpose of this chapter which really helps the readers to understand the purpose of the chapter. At the end of each chapter the author presents a list of important take away points from the chapter which really summarizes the chapter. Another plus for each chapter is the fact that the author presents an activity at the end of each section, which helps you to reflect on what you just read.
The book presented a good modularity. The author organized the book into chapters that are organized into sections.
This book is very organized. The structure and the flow are consistent thought the book.
The book has a good interface. Links to podcasts and websites worked.
No grammar errors were found in the review of this book.
This book is culturally relevant. The author included a variety of people from various cultural backgrounds.
I really enjoyed this book. I would highly recommend this book to any instructor. I like the way the author presented the book and how he included these 3 points in each chapter: purpose of this chapter, key takeaway from the chapter, and the activity section. The author of this book seemed very knowledgeable and the information presented in this book will be very useful to me in my teaching and use of technology.
Teaching in a Digital Age is a a comprehensive text for anyone thinking about moving forward with adopting technology into the classroom or with read more
Teaching in a Digital Age is a a comprehensive text for anyone thinking about moving forward with adopting technology into the classroom or with changing the delivery method of their course. While this text is not a "cookbook on how to teach," as the author mentions, it does provide the framework for readers to begin a critical analysis of why they might want to start integrating technology and how to go about doing so. The author covers the major categories of technology integration in addition to the primary considerations and challenges often facing faculty who strive to increase their technology usage in the classroom. The text also includes a brief section on learning theories and the author encourages instructors to take a deep look at their own epistemology in regards to teaching and learning in order to define how technology fits into that view.
This text covers an accurate if broad range of technology issues in teaching and learning. The information is well supported by references and in general is unbiased. The author's experience does shine through in the organization of the chapters and the example scenarios. The nature of the content does impact its accuracy, simply due to the rapidly-changing nature of technology. There are multiple areas of current technology that aren't covered in this text, however, the intent is of the text is not to be a treatise on every available technology but rather a guide to a shift in pedagogical thinking.
The intent of this text is to guide instructors in considering and designing for technology integration. Therefore, in general, the longevity of this text is excellent. While the technologies themselves continually change, the structure and framework for beginning the journey of integration remains the same. The challenges and strategies for integrating technology are consistent no matter what individual tool is chosen.
This book is very clear and concise. Any technical jargon or term is fully explained. The scenarios illustrate the concepts nicely and the prose is accessible even to the novice technology user.
This book is very consistent in terms of both layout and content. Each chapter is laid out in a logical and consistent fashion so the reader knows what to expect for each section of reading. Key terms or ideas are spelled out in every chapter.
This text is extremely easy to use in its entirety or broken up into stand alone chapters. The sections of each chapter are of manageable length and can also be selected for individual readings. The scenarios and audio selections can also be used on their own or as a complement to the readings. In addition, the materials included within the appendix would be useful when combined with the text or as a stand-alone exercise.
The topics in this text are presented in a largely logical, clear fashion. I do think it would make more sense for Chapter 9 to precede Chapters 3 and 4, and as an instructional designer, I believe it would be efficacious to begin the discussion on quality teaching earlier. However, for the intent of this book as stated by the author, I think the structure of this text is organized appropriately.
Both the PDF version and the online version are free from navigation, interface or display problems. The text is easy to use and access and the hyperlinks take the reader to the appropriate audio clips.
The text is free of grammatical errors.
This author does an exceptional job at addressing cultural sensitivity in the examples and scenarios of this text. The author's personal multicultural experiences are very illustrative and he attempts to integrate more global perspectives and issues within the body of the text.
Overall, I think this is a great resource and I would love to see something like this for K-12 teachers. I am currently using various chapters from this book for a Technology in Education course I am teaching and I am excited both for the savings to the students but also for the access to quality information about technology and teaching.
As a longtime consultant to distance learning programs around the world, author Tony Bates is an innovator at the level of system implementation. He read more
As a longtime consultant to distance learning programs around the world, author Tony Bates is an innovator at the level of system implementation. He is not a teacher, so this book’s title “Teaching in the Digital Age” raises expectations that the book can’t quite meet. The scope of _Teaching in a Digital Age _ is comprehensive, and it provides a good if somewhat dated overview. The book’s ambition to deliver insight about many aspects of teaching in a digital age, from classroom platforms to theories of education, might be grander than its capacity to fulfill a broad mandate. The book's vantage on digital pedagogy scholarship is limited to focus on work produced mostly before 2000. This means that the author is responsible for a wide range of material on his own without benefit of work on the latest developments in the field. People seeking to learn what distance education can offer might be satisfied with this book. Teachers looking for specific techniques for online learning might be disappointed, and even policy makers might find the book out of step with the current practices. For example, there’s no mention of the role of textbook companies in driving change in distance learning from the model Bates sketches here to a profit-driven one. _Teaching in a Digital Age _ ties together a constellation of issues related to teaching and learning online. The book’s strength lies in its cohesion.
Bates accurately conveys aspects of distance learning and provides overviews of different teaching methods and media through which those methods can be practiced. But the book's underreporting of field developments hampers its accuracy, leaving only the broadest assertions, such as the one that learners must "develop the type of knowledge and the kinds of skills that they will need in a digital age" [introduction to chapter twelve]. That’s a fairly obvious observation, and it's not clear why it comes so late in the book. If the book is aimed at those who are new to distance learning, it provides a solid overview.
Participatory but not scholarly, the book's relevance is mostly as a measure of e-learning and distance learning methodologies before Web 2.0. Readers have offered comments on individual chapter sections; however, these comments tend not to take the text in new directions or explore under examined aspects that a scholar in the field would be more likely to catch. One wishes, for example, for discussion of collaborative open archives of digital pedagogy experiments such as HASTAC, DMLCentral, KAIROS (the first multimedia academic journal in rhetoric/composition) and the relatively new _Journal of Interactive Technology and Pedagogy_ and _Hybrid Pedagogy_. Inclusion and discussion of current resources would enhance the comprehensiveness of Mr. Bates' book.
Yes, the book is clear. Its information is well organized to suit several types of use, from fully-immersive careful reading to quick summary for facts on a particular topic. Mr. Bates' prose is accessible. His friendly tone welcomes comments and participation. Further, information design is optimally presented so that the reader is always oriented in the text and knows what s/he should be learning in each chapter subheading.
The book consistently applies its terms. Mr. Bates' keen awareness of how tensions between traditional and networked learning produce tradeoffs that any learner or institution must navigate is handled well.
Information is well designed. It would be simple for an instructor to assign sections of chapters or disparate parts of this book. Many aspects of this book’s reader-friendly interface promote smooth reading, such as learning objectives for each chapter, helpful summaries at the end of each chapter, and (occasionally – one might wish for many more of these) hyperlinked resources. Bates has also imbedded audio podcasts into some of his chapters, which allows him to offer a deeper explanation of his authorial method and intentions, such as the one explaining why he decided to include a chapter section on learning methods [2.1]. One has the sense Bates reserved audio podcasts for topics that might have been digressions in the printed text. These various techniques make a text that would be ideally adapted into several types of courses or teaching styles.
Since my comments above (in responses to questions four and six) have extolled Mr. Bates’ book organization, it isn’t necessary to repeat those observations here.
The text invites interactivity and features images, links and embedded podcasts as alternatives to text. However, most images are decorative rather than evidentiary. Links to external sources work. Mr. Bates made an Updates and Revisions log so that readers revisiting the text can see any changes in the book listed out for them. This also suggests that Bates takes seriously the reader's experience of his text, which is also evident in the friendly exchanges in comments on each chapter subsection.
I found no errors; nor did I read with a copyeditor's eye.
_Teaching in a Digital Age _ is a general overview of online teaching and learning. Its strength is the way it aids university administrators and higher education officials in thinking through the stakes of online and distance learning. Teachers drawn to this book by its title looking for disciplinary-specific tips or strategies will not find them in this book. Its chapters about social media and MOOCs are not engaged with the scholarship of the field. Chapter five on MOOCs, for example, cities _The New York Times'_ Thomas Friedman and Harvard Business School’s disruption guru Clay Christensen but not scholarship of MOOCs. The book does not cite scholarly blogs, which are the best place to find emerging scholarship of digital pedagogy in non-academic language. Often such blogs are written for an educated lay public. Regarding Bates' racial and cultural sensitivity, the work welcomes learners of all backgrounds.
While the scope of _Teaching in a Digital Age _ is comprehensive, its failure to cite, link to or engage most scholarship of digital pedagogy read more
While the scope of _Teaching in a Digital Age _ is comprehensive, its failure to cite, link to or engage most scholarship of digital pedagogy produced since 2000 means that the author is responsible for a wide range of material that he can treat but superficially. I like that the book's format is participatory, and that readers have offered comments on individual chapter sections. But lack of engagement in scholarly discourse hampers the book's credibility and usefulness. Most citations are superannuated. For example, in chapter 6.6 on Media Richness, all the citations are pre-Web (1977-1987). Chapter Seven on pedagogical differences among platforms' media-specific affordances doesn't incorporate experiments by innovators like Howard Rheingold and Cathy Davidson, or compelling collaborative pedagogy projects such as HASTAC,DMLCentral, KAIROS (the first multimedia academic journal in rhetoric/composition, now celebrating its 20th year) or the relatively new _Journal of Interactive Technology and Pedagogy_ and _Hybrid Pedagogy_, both founded in 2012.
Bates accurately conveys aspects of distance learning, and provides overviews of different teaching methods and media through which those methods can be practiced. But the book's lack of awareness of field developments hampers its accuracy, since only the most broad assertions resonate, such as the indisputable assertion that learners must "develop the type of knowledge and the kinds of skills that they will need in a digital age," in chapter twelve's introduction.
Bates is an innovator in distance learning, and there are many things to admire about his work in the field. His assertion in chapter ten that "“OER, MOOCs, open textbooks and other digital forms of open-ness are important in helping to widen access to learning opportunities" is wisely tempered with a more nuanced take on what constitutes practical access. Bates continues, "[B]ut ultimately these are enhancements rather than a replacement for a well-funded public education system, which remains the core foundation for enabling equal access to educational opportunities." Comments like these and others demonstrate Bates' awareness of how different dyads between traditional and networked learning produce tension that any learner or institution must navigate: open v. proprietary content; unfettered access v. ability to learn with little mentorship or guidance beyond interface prompts; media innovation v. inevitable obsolescence. These are all relevant notions; but as I observe above, lack of dialog with the ample and vibrant scholarship about these and other issues relegates the book to a generalist's overview at best.
Yes, the book is clear. Its information is organized well to promote skimming, browsing, and deeply immersive reading.
The book consistently applies its terms. However, lack of engagement with scholarship limits the range and scope of its terminological relevance.
Information is very well designed. Many reader-friendly aspects of interface promote smooth reading, such as learning objectives for each chapter, helpful summaries at the end of each chapter, and (occasional) hyperlinking to relevant resources. Bates has also imbedded audio podcasts, which allow him to offer a deeper explanation of his authorial method and intentions, such as the one explaining why he decided to include a chapter section on learning methods [2.1].
Yes. My comments above disclose specific examples.
The text invites interactivity and features images, links and embedded podcasts as alternatives to text. Most images are decorative rather than evidentiary. Links to external sources work. I like very much that Bates has made an Updates and Revisions log so that readers revisiting the text can see changes listed out for them. This also suggests that Bates takes seriously the reader's experience of his text, which is also evident in the friendly exchanges in comments on each chapter subsection.
I found no errors but I did not read it with a copyeditor's eye.
_Teaching in a Digital Age _ is participatory but not scholarly. The book's relevance is mostly as a measure of pre-Web 2.0 e-learning and distance learning methodologies, for its chapters about social media and MOOCs are not at all engaged with the scholarship of the field. Chapter five on MOOCs, for example, cities popular press (_The New York Times'_Thomas Friedman) and Disruption-guru Clay Christensen of the Harvard Business School rather than the scholarship of MOOCs by Jesse Stommel, Sean Michael Morris, Audrey Waters and others. The book does not cite scholarly blogs, which are ground zero for emerging scholarship of digital pedagogy, for example the work of Miriam Posner, Brian Croxall, Mark Sample, Tressie Mcmillan Cottom, Henry Jenkins, Cathy Davidson, and especially Howard Rheingold, whose two decades of pedagogical experiments in online learning are a must-read for anyone in the field. Regarding Bates' racial and cultural sensitivity, the work welcomes learners of all backgrounds.
Teaching is a huge topic, but the text does a thorough job covering subject areas; extensive appendices that include teaching scenarios, definitions read more
Teaching is a huge topic, but the text does a thorough job covering subject areas; extensive appendices that include teaching scenarios, definitions and further resources.
The Text's content is error-free.
The Text's content is up-to-date, but thanks to the electronic format the text may be updated more readily than a hard copy only and helping to prevent against making the text obsolete.
This resource is generally written in a straightforward manner...there are some uses of context-specific jargon AND some of the scenarios are a little "fluffy".
The book is generally written in a consistent manner.
The text is readily divided up and proceeds in a logical fashion from chapter to chapter.
The text's twelve topics are presented clearly and logically. The appendices are a little "rambling" or lengthy.
The text interfaces well with the reading audience.
The book is well-written and free of grammatical errors.
The text takes important measures to maintain its cultural relevance/sensitivity by discussing the issue of diversity head-on.
A valuable resource!
This book would provide useful information and support for college and university faculty, as well as for some K-12 teachers; as they consider how read more
This book would provide useful information and support for college and university faculty, as well as for some K-12 teachers; as they consider how best to effectively engage and support student learning for "digital natives" and others seeking knowledge and education in this information- and knowledge-based era. Traditionally, college and university faculty are hired for their knowledge and expertise in their content areas, but the vast majority lack formal training in being effective educators or expertise in and knowledge of how students learn. This book is an appropriately comprehensive guide providing background in understanding the most common theories regarding learning and how it is impacted by an instructor's pedagogy and epistemology. The author progresses from providing essential background to wading into the weeds regarding multiple aspects, to help readers understand the important considerations for determining desired student outcomes, determining how those might be best supported in how a course is offered (e.g. face-to-face, hybrid, fully online), to considering the usefulness and reasons for using various technologies and media; and how instructors might team up with other institutional members in making decisions about course development and changes that adapt to current and future conditions and resources. The Table of Contents provides an excellent overview of content -- faciitiating finding those sections the reader may want to refer back to in future. The author has included numerous online links to additional content throughout; and informs the reader that there will be ongoing updates and additions to the content. Chapter 10 provides especially useful and very current content regarding Open Education Resources (OER) -- something very much in discussion today as instructors in higher education seek to reduce educational costs to students, while improving their access to quality educational resources and course materials.
Overall, the accuracy of the information presented seems to be right on target and especially current today.
Besides providing essential background in important considerations in meeting the needs of diverse learners as they develop the knowledge, competencies, and skills required by varying disciplines; the author also provides essential discussion related to current issues in education. Because of the way the book was progressively created, the author has provided a format that will lend itself well to addition of updated information in the future. Because of the evolving nature of the technologies and media currently being used for educational purposes, it is expected that this book would need to be updated to maintain its relevancy and longevity. However, the shared perspectives and discussion of pedagogy and epistemology would be useful long after the specific cited technologies have evolved to something else.
The author's use of terminology and jargon is appropriate and well disseminated in professional educational literature. However, this reviewer also found the content to be easily read due to the author's conversational tone throughout his discussion. Reading this book felt like a conversation with a well-informed colleague.
The book is consistent in its terminology and remains true to the framework set out in the Table of Contents and in the introductions provided for each chapter. At the beginning of each chapter, the author clearly and concisely defines the purpose of the chapter and lists what the reader should be able to do after completing the chapter. At the end of each chapter, the author also provides a concise listing of the important take-aways from the chapter. There are also reflective writing prompts throughout the book -- providing opportunities for immediate application of the concepts being discussed by the author.
Although, the chapters build a successive body of knowledge, the contents would not have to be exclusively read in order or in total. The reader could pick those chapters most applicable to the moment. In each chapter, the author also directs the reader to other portions of the book directly related to the discussion at-hand.
The topics are presented in a logical and clear fashion.
This reviewer read portions of the book directly from the website, as well as from a downloaded PDF. Both versions seemed to be identical and there did not appear to be any distorted images, or problems with the book's presentation. Links to comments and accompanying podcasts seemed to work effectively.
This reviewer did not notice any typos or grammatical errors until one of the later chapters; and those only consisted of what seemed to be a couple of missing words --- not spelling or grammar issues.
The text did not appear to be culturally insensitive or offensive. The illustrations seemed to do a good job of representing a diverse population in terms of race and gender. And throughout the text, the author emphasized the importance of instructors knowing their students and being aware of their needs as learners, as well as their needs for specific knowledge and skill development for the world of work.
The author's personal professional experience has been split between the UK and Canada. However, even though there are plenty of experiential examples from those two areas of the world, he provides applicable information for what has been and is occurring in the USA and other places in the world. The informatio, topics, and considerations in the book are likely applicable regardless of where the reader may be located, even though the resources available to an individual instructor (because of their location) may be very different.
This text is quite comprehensive. Not only does it cover the current topics in Educational Technology, it does a fantastic job of reviewing exactly read more
This text is quite comprehensive. Not only does it cover the current topics in Educational Technology, it does a fantastic job of reviewing exactly how and why we arrived at this point in time. After all, it is important to understand how past technology led to what is currently employed.
The text does a nice job of really exploring the many facets of Educational Technology. There are so many different components of this topic, from in-class devices like clickers to asynchronous technology utilizing MOOCS, flipped classrooms, and discussion boards. This text does a great job of identifying these technologies and also examining the peer-reviewed literature as to their teaching efficacy.
This book is currently relevant, and does a great job of investigating the many components of Educational Technology. The only reason I gave this text a review of 4 in this category is because the longevity is limited. That is much more a function of the changing world of this type of technology than a criticism of the author's efforts to present relevant information. It is certainly relevant now, but would need to be updated quite frequently to ensure longevity.
This text does a really nice job of explaining concepts very clearly. Having a PhD in education, most of the terms presented here are quite familiar to me. That being said, the author does a fantastic job of explaining or defining key terms and ideas to make this text very approachable to anyone who is teaching or guiding others. I really appreciate this because the average instructor is a subject matter expert in their field, but they may have very little formal training in education theory and techniques.
Well written, and very easy to read and follow. The structure of each section is basically the same: what is being presented, why is it important, and what should the reader expect to learn/know at the conclusion of reading that specific information. The text follows this format throughout each section, meaning a reader could easily explore any topic and gain valuable information.
One of things I really enjoyed about reviewing this text is the modularity. Each topic can stand alone as a unique learning module, and even the subtopics of these areas are presented as standalone modules. This means a reader could consume a few independent ideas that would make sense on their own, but could also read the entire text to gain a more complete understanding of Educational Technology
I really enjoyed the structure of this text. The information is presented in easy to digest "chunks". This allows the reader to review a few select ideas or take the time to really learn and understand the plethora of Educational Technology that exists today.
In the .pdf version of this text, a few of the images were either blurry or difficult to see in their entirety on a computer screen. Overall, the information in the pictures and text were relevant, but there were times the image resolution was distracting.
Great grammar in this text. I absolutely love textbooks written in a conversational format.
I feel like this text actively attempts to include a variety of ethnicities and backgrounds. There are numerous examples of how the information would be used in a variety of cultures, and not all of these are Euro-centric. While the author writes about their personal experience in the UK, Canada, and the United States, the text intentionally uses examples of teaching and Educational Technology in other regions of the world.
I really enjoyed this text and thought it did a tremendous job of presenting the past and present Educational Technology, especially as it pertains to how those things impact the current and future trends in the field. I really like the presentation style of short but informative sections within a chapter/topic. This made the text very easy to read and follow. I also thought the questions at the conclusion of each chapter were a great way to challenge the reader to investigate the applicability of these ideas. These questions are designed to really implore the reader to explore the personal relevance of each topic.
The book is very comprehensive, and includes an effective index and glossary. One can navigate with ease through each one of the twelve chapters, read more
The book is very comprehensive, and includes an effective index and glossary. One can navigate with ease through each one of the twelve chapters, which are broken down by sections. Having "key takeaways" from each chapter at both the beginning and the end is a plus. The text covers all areas and ideas of the subject matter thoroughly, and there is a logical progression from general background information and an overview of the content to greater details and specifics towards the end of the book. There is an activity at the end of each section, which leads one to internalize the material and reflect upon the subject matter. Four appendices are also included, which provide additional information to educators with great tools and resources.
Accurate information was presented in the book, which was supported by several references from a variety of sources. The references are integrated very well into the text and cited at the end of each section. The book is also error-free and much attention was given to not only the content, but also the formatting and layout, which in turn gives great fluidity to the text. The book is unbiased. Different points of view are given, and many questions are asked throughout each chapter, which leads an instructor or student to come to their own conclusion based on the information provided.
The content is up-to-date and relevant, and the longevity of the book is great, because it focuses on various types of instruction with the primary focus being rooted in technology-based instruction. This type of instruction in blended, hybrid, and fully-online formats is becoming more and more prevalent, and the book should therefore remain relevant for quite some time. It helps instructors understand the benefits and challenges that integrated technology brings with it. This technological era, in which we live, is advancing rapidly. It is important to keep up with these advancements, and make adjustments to instruction and delivery methods as needed. This book does a really nice job on giving instructors the tools on how and to what extend to do so.
The book is written in lucid, accessible prose, and provides great definitions and examples of technical terminology (for example, MOOCs) as related to integrated technology within various delivery methods.
The book is consistent in terms of terminology and framework. Consistent use of terminology, such as various learning styles, delivery methods and instructional formats, and the educational framework as a whole is integrated nicely within the book. Its framework is logical, progressive, and fluid.
This book's modularity is great. The text is organized into chapters, which are organized into sections. Each chapter has a purpose statement, a summary, and key takeaways at the beginning, as well as main conclusions and key takeaways at the end. Each section has a clear subheading, and an activity at its conclusion. The text is therefore easily and readily divisible into smaller reading sections, which can be assigned at different points within a course. However, this text would be most resourceful to instructors, as well as students enrolled in pedagogical courses, since the subject matter focuses on the benefits and challenges of instructional formats and delivery methods integrating technology, and thereby benefiting instructors and students who are restructuring and/ or creating their own courses.
The book's organization, structure, and flow have already been touched upon within some of the previous categories. To reiterate, one can navigate with ease through each one of the twelve chapters, which are broken down by sections. Having "key takeaways" from each chapter at both the beginning and the end is a plus. The text covers all areas and ideas of the subject matter thoroughly, and there is a logical progression from general background information and an overview of the content to greater details and specifics towards the end of the book. There is an activity at the end of each section, which leads one to internalize the material and reflect upon the subject matter. Four appendices are also included, which provide additional information to educators with great tools and resources. Its framework is logical, progressive, and fluid.
The book has a solid interface. It is free of navigation problems, distortion of images and charts, and any other display features that may distract or confuse the reader. All of the links within the table of contents and hyper links within the text function.
The text is free of grammatical errors.
The text is culturally relevant, in that it is inclusive of a variety of races, ethnicities, and backgrounds. The images used throughout each chapter,as well as the people selected for giving feedback to the activities at the end of each section, represent people from various cultural backgrounds. There is a section in chapter 1 which addresses the increase in student diversity.
I would highly recommend this book to instructors who are seeking to restructure their own courses by integrating a few or various forms of technology, and/ or creating blended, hybrid or online courses. It would also benefit those students who are in the processes of becoming educators, since there are many factors to consider when designing a course.
Table of Contents
- Chapter 1: Fundamental Change in Education
- Chapter 2: The nature of knowledge and the implications for teaching
- Chapter 3: Methods of teaching: campus-focused
- Chapter 4: Methods of teaching with an online focus
- Chapter 5: MOOCs
- Chapter 6: Understanding technology in education
- Chapter 7: Pedagogical differences between media
- Chapter 8: Choosing and using media in education: the SECTIONS model
- Chapter 9: Modes of delivery
- Chapter 10: Trends in open education
- Chapter 11: Ensuring quality teaching in a digital age
- Chapter 12: Supporting teachers and instructors in a digital age
About the Book
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face.
Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions:
- is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching?
- what is the science and research that can best help me in my teaching?
- how do I decide whether my courses should be face-to-face, blended or fully online?
- what strategies work best when teaching in a technology-rich environment?
- what methods of teaching are most effective for blended and online classes?
- how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?
- how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload?
- what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?
In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching.
In the end, though, the book isn’t really about teachers and instructors, although you are the target group. It’s about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.
About the Contributors
A.W. (Tony) Bates graduated from the University of Sheffield, U.K, with a B.A. (Hons.) in psychology in 1962, obtained a post-graduate certificate in education from Goldsmiths College, the University of London, and a Ph.D. in educational administration from the Institute of Education, the University of London.