This book provides the theory behind integration of technology, provides a rationale for that integration, and explores resources and methods for supporting others in their growth in technology integration. Educational leaders will be a particular focus of the book as the need to be prepared to help their faculty integrate technology into their institutions. They are knowledgeable about administrative responsibilities, but not always as knowledgeable about theories and best practices of technology integration. Each chapter begins with a scenario or example from K-12 or higher education to illustrate the ideas presented in the chapter, then the chapter delves into the theoretical background, followed by a technology example, and concluding with activities readers could engage in to deepen their understanding of the concepts presented.
Lin Carver, PhD, serves as the director of program approval in the College of Education and Social Services and the program administrator for the Master’s in Reading Program at Saint Leo University.
Holly S. Atkins is associate professor of education, chair of the Undergraduate Education Department, and director of the Teacher Technology Summer Institute at Saint Leo University.
Chapter 1: Transition to Digital Learning: Avoiding “Panic-gogy” - Lin Carver & Lauren Pantoja
Chapter 2: Foundations for Technology Integration - Holly Atkins
Chapter 3: Instructional Interactives - Keya Mukherjee
Chapter 4: Learners as Producers and Responders: Maximizing Learners’ Experiences through Technology - Alexandra Kanellis, Tammy Quick & Georgina Rivera-Singletary
Chapter 5: Supporting Learning for All Learners - Lauren Pantoja
Chapter 6: Supporting Struggling Learners with Technology - Lin Carver
Chapter 7: Evaluating Resources and Web Sites - Kevin Thomas & Donna Reeves-Brown
Chapter 8: Professional Development and Technology - Jodi Lamb
Chapter 9: Technology Coaches - Lin Carver
The COVID-19 pandemic has shown educators that technology should be more than bells and whistles: it must be seamlessly integrated into pedagogy and practice. Editors Carver and Atkins along with all the contributors, offer in-depth commentary on integration issues, including learners as producers, supporting all learners, and evaluating resources…. Each chapter begins with a case study that is then applied with practical advice. This approach makes the text very personable and shows just how a teacher might think about and engage with technology in the classroom…. [Teachers] looking to think differently about technology integration will find this a very useful foundation from which they can explore further. Recommended.
As a technology driven Principal, I found Preparing to Lead a Digital Learning Environment to be an amazing read. Aspiring leaders will appreciate the real-life examples from practitioners throughout the book. From the very first chapter, the book does a great job setting the stage with the changing landscape of today’s Educational system. The nationwide schools closing due to the COVID-19 pandemic forced school districts all over the country to develop an emergency digital learning plan to continue to teach all students. This book will be an essential resource for any aspiring school leader to prepare them for this new educational realm post COVID-19.
The book also goes into great detail on how to support an all-inclusive digital environment and ensure you are reaching your most struggling learners. Currently, as students are learning from home and coming into the brick and mortar buildings, many school districts are problem solving this very issue. How do we reach our highest need students if they are not on campus?
As a school leader I have a passion for professional development, and I found the last two chapters on PD and Technology Coaches to be very powerful. I say with 100% confidence that this book would have been a great asset during my postgrad coursework and better prepared me to lead schools in these changing times.
The current pandemic underscores longstanding inequalities that exist in the educational system and serve as a barrier to student achievement. The authors who contributed to this book intertwine the research underscoring best practices and the application of those practices in real-world classrooms and contexts, providing a relevant and significant account of the challenges and possibilities present in educating amidst an ongoing pandemic. Readers will gain guidance, strategies, and direction, and will likely see their own teaching experiences reflected back to them in the pages. This book will invite us to do better and be better in the service of students.