This book provides a baseline for effective technology practice, offering a comprehensive overview of theory, research and practice. In particular the book:

• Brings together research findings to provide an evidence based approach to using technology in the classroom
• Provides an understanding of how technologies can and should inform teaching and learning
• Highlights effective practice

As well as capturing the extensive developments in this field over the last three decades the book identifies what works with technology and education. There is detailed consideration of how technology can enhance learning and inform pedagogic approaches together with examples. This not only informs but, most importantly, allows teachers to develop their practice in order to incorporate and exploit the affordances of educational technologies, providing a sound theoretical underpinning to classroom practice with technologies.

Significantly the book urges educators to embrace new ways of working using technologies to support knowledge sharing and building. It also looks ahead and reports teachers views of schools of the future, where learners and teachers may work flexibly through a curriculum that is personalised and focused on 21st century needs.

Teaching with Technologies is essential reading for busy teachers and students who wish to gain an informed overview of the key issues pertaining to technology and education.

This is a very timely book reminding us of the complex history of technology integration into teaching and learning in this country, as well as giving an overview of current practice, and providing a prescient look to the future.
Dr Chris Higgins, formerly Principal Lecturer, Oxford Brookes University, UK

The manner in which UK teachers and students have, and are currently, engaging with digital technologies across the curriculum and at all levels of schooling is clearly presented and, together with links to research and classroom practice, is a major strength of the book.
Anthony Jones, ICT in Education and Research, The University of Melbourne, Australia