Technologies for Education: A Practical Guide (5th ed.)

Citation

Lam, W. (2007), "Technologies for Education: A Practical Guide (5th ed.)", Online Information Review, Vol. 31 No. 3, pp. 390-391. https://doi.org/10.1108/14684520710764203

This book, aimed squarely at educators, provides an understanding of the diverse range of technologies that can be used in education. There are eight chapters in total. Chapter 1, Teaching with Technology, provides an overview of the increasing role of technology in education. The chapter gives a broad overview of the field and provides plenty of references to journals and papers, some directly accessible via the given URLs. However, the chapter does read more like a literature review rather than a proper introduction that motivates the rest of the book, so someone who is completely new to the field might feel a little overwhelmed.

Chapter 2, Computer Graphics, provides a basic introduction to computer graphics, including file formats, screen resolution, image scanning and fonts. There is good use of images and diagrams to help illustrate these concepts, although the use of black‐and‐white rather than colour images is a minor frustration. It should be noted that every chapter of the book begins with a scenario that is intended to set the scene for the material in the chapter. In this chapter, the scenario is that of two girls faced with the task of creating web pages for a presentation. Such scenarios might be useful to readers who are new to the field in helping to relate the material to real‐world challenges. The scenarios are less useful to those who already have some knowledge of the field. Also, at the end of each chapter there is a useful glossary.

Chapter 3, Advanced Computer Graphics, continues with the theme from Chapter 2, but provides treatment of more advanced topics such as animation, 3‐D graphics and virtual reality. It should be appreciated that these are detailed topics in their own right, so the chapter only provides a basic introduction of these concepts rather than a detailed account of how they can be applied. Chapter 4, Digital Audio, contains useful information including newer audio technologies such as podcasts. This chapter also provides a good reference list on digital audio web sites. Chapter 5, Digital Video, provides a similarly good account of digital video technologies. In addition, practical advice is given on how one should plan digital video projects.

Chapter 6 is rather strangely titled Telecommunications. In fact, it provides more of an introduction to the Internet, searching and web publishing than it does to telecommunications. The chapter also seems a little out of step with the rest of the book. Chapter 7, Distance Learning, provides an overview of technologies that are particularly relevant to distance learning, such as audio conferencing, video conferencing and webcasts. However, there are some obvious gaps in this chapter. For one, the section on blogs and wikis, despite the widespread interest and adoption in these technologies, is woefully scant and brief. Also, little mention is made of online discussion forums, which are central to distance learning. A further gap is the absence of any coverage of e‐learning standards. The final chapter, Assistive Technologies for the Classroom, presents a brief review of technologies, such as Braille readers and touch screens, aimed at those with a disability.

The book provides a good introduction to the diverse range of technologies that are available to educationalists. It is a good starting point for educators who are new to the field, who want a broad overview of these technologies, and who are able and prepared to explore further using the pointers and references provided in the book. Given the fast pace of technology innovation, a book like this will always be somewhat out‐of‐date when published. The book therefore needs to be complemented with additional external reading to ensure readers are kept fully‐up‐to‐date on particular topics. Where the book falls short, however, is demonstrating how these technologies can be applied in a classroom setting, particularly from a pedagogical standpoint.