The preface of this book points out that it is intended to be used conjointly with Technology in Teaching and Learning: An Introductory Guide (see that book reviewed elsewhere on this site). The authors also indicate that a video of case studies accompanies the texts: however, this was not available for review. The authors suggest that the "Introductory" book be used as a reference for the understanding of technology, and the "Using" book be used to look at the application of learning and technology.
The book is organized into 4 chapters, each with sub-sections (ie.: 1, 1.1, 1.2, ...). Major headings include Educational Perspectives, Larger student groups: developing new teaching strategies, Using computers to deliver teaching and learning resources, and Using computers to communicate with and between students. While the language is simple, and the writing easy to understand, the overall impression is that each of these chapters could be reduced to a simple essay, as they convey little actual technological information.
In fact, the first two chapters seem more like philosophical essays on the importance of changing teaching strategies to keep up with a changing society, and to adapt to the "consumer" attitude today's students hold toward higher education. The text is nebulous, making vague references to how technology (the computer) has the ability to transform education, without specifically detailing how this is to occur. In what resembles a workbook approach, readers are asked to fill out a plethora of checklists and surveys designed to steer their teaching style and methods to a point where technology becomes desirable. These are not convincing.
Chapter two does outline different types of software and applications appropriate for various desired effects in the classroom. These include, in ascending difficulty, word processing, video use, digitized slides, computer presentation systems, simulations, and video production. Nowhere is the reader instructed on how to actually use these applications. The authors merely make it known that they exist.
In chapter three the authors discuss the advantages of technology-based instruction. Three uses are covered, including the delivery of an entire course via the computer; simulating real-life processes; and the incorporation of elaborate graphical representations. Once again, the reader is merely made aware that these uses are possible. The authors are not successful in convincing the reader that they are practical, appropriate, or more effective than any other traditional methods. This reduces the rationale for the use of technology to a "because we can" approach.
Chapter four outlines the use of computers for communication. The authors mention e-mail, mailbases, and computer conferencing. Once again, no actual instruction is provided, and the reader is given no practical knowledge or skills which they can apply. Throughout the book, references are made to institutions, organizations, and web-site addresses which utilize software and instructional programs identified in the text. The majority of these are confined to Great Britain and Australia, providing limited value to readers not familiar with these countriesí educational systems.
For anyone even slightly familiar with the use of computers, even for the most elementary tasks, this book provides no new information. In a subject area which hosts a plethora of publications, the reader is advised to seek a more comprehensive and in-depth tutorial, rather than to spend money or time on this text.
Mark Sidelnick,
University of North Carolina at Asheville