Abstract
Overall, Metcalfe et al. reflect the shift in contemporary pedagogy towards the growing relationship between technologies and new literacies. It offers opportunities to widen the framework of current thinking and practice, not just for the student teacher but for all members of the teaching staff. The enthusiasm and direct teaching experience of the authors translates into a handbook of knowledge with stimulating resource ideas which will equip the range of practitioners across the school.
The strengths of the book lie in the repeated structure of each chapter, making it easily accessible. Features such as the chapter focus enable the reader to identify exactly the section relevant to their own teaching or research. With reference being made to Teaching Standards throughout, the practitioner’s knowledge of how these relate to the relevant pedagogical focus of the chapter is facilitated. The case studies support the reader to engage on a more practical level, which is ideal for the teaching student who is relating theory to practice. Furthermore, the balance between critical reflection and how the themes of the chapter could impact on practice are embedded in a way that engages the reader to self-reflect on key learning.
In addition, the clever ways in which the authors take you by the hand, without speaking down to you, but by using a here’s how approach, will support training either on a self-training level or at a school level, e.g. chapter five’s step-by-step approach to ‘How to make a podcast’. Similarly, chapter eight’s interrelation between new literacies and inclusion relates to the focus on Quality First Teaching in classrooms by reflecting what the authors term as equity pedagogy. Crucially, consideration is given to some key areas such as copyright issues and e-safety, with guidance clearly signposted.
With consideration to the further reading and resources cited at the end of each chapter, there could be a more equal distribution of this throughout the book so that the reader is able to seek out supplementary sources to the same degree for each section.
Overall, the book links theory to practice as well as providing a range of suitably stimulating pedagogical interventions and resource ideas with new technologies. The way that the information is grouped into sections within each chapter makes for an accessible read and one that can be used as a starting point from which to develop one’s practice. It will support the teaching profession in many ways, equipping both trainee and experienced teachers with knowledge and skills that will enable them to both incorporate technology into their lessons and effectively embed it in their own developing pedagogy.