Why has there been only marginal success in technology integration in education? Why do the technology integration practices of many educators continue to reflect traditional teacher-centred pedagogy that has not truly optimized learning experiences in the classroom? What philosophical principles of teaching with technology undergird the decisions of educators? How can we help educators to transition to a more learner-centred philosophy that informs teaching with technology? These are the questions that lie at the heart of the author’s engagement in writing this book. Many educators, professional development experts, educational researchers, policy advisors, and curriculum developers also grapple with these questions and are searching for new and innovative ways to help educators to transform their technological pedagogical practices to optimize experiences for learners. A critical step in this process that is often overlooked, is examining the philosophical beliefs that guide educators’ decisions and use of technology. This book offers both a theoretical and practical guide for developing and applying a learner-centred philosophy of teaching with technology. Grounded in the findings from her PhD work, the author offers valuable insights into the value of a reflective approach to developing and applying a learner-centred philosophy of teaching with technology.
