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Teaching in a Digital Age is an open textbook freely available for downloading under a Creative Commons CC BY-NC license. The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
Book release date:
First edition: 1 April 2015
Second edition: 12 November, 2019.
Third edition: 18 August, 2022
The second edition is mainly an update on the first edition, with new sections on emerging technologies such as serious games, virtual and augmented reality and artificial intelligence, with more activities and feedback via podcasts.
The third edition, published in 2022, takes account of the lessons learned from emergency remote learning during the Covid-19 pandemic.
The book has proved immensely popular. It has been accessed more than one million times and translated into eight languages. It has been adopted in many courses as the course textbook, especially in teacher education.
The Spanish version of the Third Edition, Enseñar en La Era Digital, is available here: https://pressbooks.pub/teachinginadigitalagev3spanish/. There are also translations being developed in Japanese, French and Hindi. If you are interested in translating the third edition into your own language, please contact me at firstname.lastname@example.org
There are many misconceptions about online learning. At the same time, there are legitimate concerns about online learning being more work or about the quality of online instruction. Reading Teaching in a Digital Age (see above) might help dispel the misconceptions and the concerns, but instructors resistant to online learning are not likely to engage with a 500 page textbook in the first place.
I therefore did a series of blog posts aimed at encouraging ‘resistant’ faculty and instructors to at least give online learning a try. The series was initially called ‘Online learning for beginners‘. Contact North liked the idea and suggested that the 10 posts should be re-edited into a 37 page booklet that can be given to faculty and instructors.
It can either be downloaded as a pdf from the Contact North|Contact Nord website, or printed locally on demand and then can be physically given to instructors. Of course it is likely to be most effective if used in conjunction with Teaching in a Digital Age, but the booklet is written to stand on its own. It is also available in French.
Professor Selin Carrasco, of la Universidad de la Punta in San Luis, Argentina, has developed a Latin American version which is freely adapted and includes Latin American examples. It is available from here:
Carrasco, S. (2016) Guia Para La Enseñanza el Aprendizaje Online San Luis, Argentina: Universidad de la Punta
Bates, A. and Sangrà, A. (2011) Managing Technology in Higher Education San Francisco: Jossey-Bass/Wiley, 288 pp. Available in hard-cover or as e-text.
Bates, A. y Sangra, A. (2012) La gestión de la tecnología en la educación superior Barcelona: Ediciones Octaedro/ICE-UB
Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of practices in technology integration at 25 universities worldwide, this book argues for a radical approach to the management of technology in higher education. It offers recommendations for improving governance, strategic planning, integration of administrative and teaching services, management of digital resources, and training of technology managers and administrators. The book is written for anyone wanting to ensure technology is integrated as effectively and efficiently as possible.
Bates, A.W. (2005) Technology,E-learning and Distance Education London/New York: Routledge, 260 pp
Award-winning in its first edition, this book is an essential guide to the use of technology in flexible and distance learning, weighing up the pros and cons of different media. Fully updated, this second edition:
- examines criteria and guidelines for the design and delivery of effective teaching, using modern learning technologies
- focuses on the use of the Internet for distance and flexible education
- considers the design and use of emerging technologies such as web-based video-conferencing and speech recognition
- places emphasis on organisational and management issues and how these influence the effective use of technology
- gives attention to the integration of online teaching with campus-based face-to-face teaching.
With a focus on basic principles and general guidelines this guidance applies to existing and emerging technologies. It is essential reading not just for those specialising in flexible and distance learning and distance education, but anyone concerned with the integration of technology with teaching.
Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education San Francisco: Jossey-Bass/Wiley, 306 pp
This book is out of print and Teaching in a Digital Age is a more recent publication on this topic.
Bates, A.W. (2000) Managing Technological Change: Strategies for College and University Leaders San Francisco: Jossey-Bass/Wiley
Also available in Croatian:
Bates, A.W. (2004) Upravaljanje tehnoloskim promjenama Zagreb: CARNet (translation by Jelusic and Faletar).
Implementing new technology at a college or university requires more than simply buying new computers and establishing a Web site. The successful use of technology for teaching and learning also demands major changes in teaching and organizational culture. Managing Technological Change reveals how to create the new, technologically competitive academic organization, drawing from research and best practice case studies–as well as on thirty years of experience in using technology for teaching–to provide practical strategies for managing change to ensure the successful use of technology. Readers will learn how to win faculty support for teaching with technology and get advice on appropriate decision-making and reporting structures. Other topics covered include reward systems, estimating costs of teaching by technology, and copyright issues. The book also details the essential procedures for funding new technology-based systems, managing the technology, and monitoring its ongoing educational effectiveness in anticipation of future changes. Throughout the book, there is a focus on the human factors that must be addressed, identifying the risks and penalties of technologically based teaching and showing how to manage those hazards.
Bates, T. (2001) National strategies for e-learning in post-secondary education Paris: UNESCO
Available for free download. Also available in French.
In this book, it is argued that e-learning is bringing about an important shift within the education sector and is changing the very nature of learning. The flexibility and accessibility of information that characterize e-learning correspond to the new types of skills required of workers in a knowledge-based economy, and not necessarily only in the most developed countries.
Bates, A. W. (ed.) (1990) Media and Technology in European Distance Education Milton Keynes: Open University/EADTU
Out of print.
This book, with its 43 articles from 38 authors in nine European countries, provided a comprehensive overview of the use of media and technology in higher distance education in Western Europe at the time. The book highlighted not only the potential of new technology for distance teaching, but also its limitations, and raises many key issues regarding the economics, pedagogy, politics and social implications of providing distance education on a European-wide basis.
Bates, A.W. (ed.) (1984) The Role of Technology in Distance Education London/New York: Routledge
This book, first published in 1984, and for some reason ‘revived’ by Routledge in 2017, provides a comprehensive review of the range of technology that was being used in distance education at that time. Technological developments in word processing, video-disc and viewdata as well as computer-based learning had revolutionised the potential for distance education. These developments required the role of more ’conventional’ distance learning media, such as broadcasting, tuition and text, to be reassessed. This book, written by international experts in the field, explored the state of the art at the time, and also provided their ideas on how future developments were likely to evolve. This book is ideal for those studying the history of education and communications.
Bates, A. (1984) Broadcasting in Education: An Evaluation London: Constable.
Out of print but used copies are available from Amazon.
The book examines the role of educational broadcasting and its effectiveness in educational use. The book examines the extremely wide range of purposes, target groups and contexts both in the formal and non-formal sectors. A good book to read if you want research evidence relevant to the use of MOOCs!
Bates, T. and Robinson, J. (eds.) (1977) Evaluating Educational Television and Radio Milton Keynes UK: The Open University.
Out of print.
This was the proceedings for the first international conference devoted exclusively to the evaluation of educational broadcasting. It attracted 230 participants from 29 countries.