Read Best Practices for Teaching with Emerging Technologies by Michelle Pacansky-brock Online


As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. Best Practices for Teaching with Emerging Technologies will provide both new and experienced online, hybrid, and face-to-face instructors with:practical exampAs social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. Best Practices for Teaching with Emerging Technologies will provide both new and experienced online, hybrid, and face-to-face instructors with:practical examples of how low-cost and free technologies can be used to support student learningbest practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment"Showcase" spotlights woven throughout the book, providing examples of how the tools described in the book are already being used effectively in educational settingsan easy-to-reference format, organized with visual icons used to delineate each tool's visual, video, voice, and mobile featuresideas for integrating mobile learning into your students' learning experiences.This practical, easy-to-use guide will serve the needs of educators seeking to refresh or transform their instruction. Readers will be rewarded with an ample yet manageable collection of proven emerging technologies that can be leveraged for generating content, enhancing communications with and between students, and cultivating participatory, student-centered learning activities....

Title : Best Practices for Teaching with Emerging Technologies
Author :
Rating :
ISBN : 9780415899390
Format Type : Paperback
Number of Pages : 161 Pages
Status : Available For Download
Last checked : 21 Minutes ago!

Best Practices for Teaching with Emerging Technologies Reviews

  • Ignacio Rios
    2018-10-27 22:50

    I found this book to be very helpful, full of good ideas and advices on how to include Emerging Technologies in the classroom. This book presents many technological tools and gives examples on how to introduce them to students. It is mentioned in this book that it is important to keep in mind an evaluation framework when reviewing technological tools. The three main goals of this book are to share content; to increase communication with your students; and to create participatory, collaborative learning activities. These are some of the technological tools that are mentioned in this book: Webcam, microphone, screencasting software, free online video hosting, cloud based storage and content back up, URL shortener, and more. According to the author, it is important to have a camera in order to share learning experiences to students even when the instructor is not present. I totally agree with the author that having a camera available to record lessons or to take pictures of work samples is very helpful. Teachers can take pictures and videos and save them or upload them into a website or simply save them into their computer or phone memory in order to have them ready to share them to students. Teachers can even reuse this pictures and videos and show them to future students. It is also mentioned that it is important to take care of the lighting conditions in order to get the best video quality possible. I agree that a good quality video or picture will keep the student focused. The author gives very helpful tips about where to place the light when taking a picture or recording. This book encourages you to use a microphone. The author claims that sometimes a good audio can be a better option than a video since the audio takes up less space than a video and that it takes less preparation than when you make a video and you have to act. She adds that It is highly recommended to use a USB microphone with a headset arguing that this will create high quality audios and will avoid background noises. I personally, believe that video is a better option than audio. The author also suggest to use a Screencasting Software. It is explained in this book that a screencast is a video recording of your computer screen and that there are many uses for screencasting videos in teaching. How - to - videos, lectures, and orientations are some of the examples of screencasting provided in this book. The author states that they provide answers to questions, and that students can create screencasts to demonstrate their ability to perform online tasks or give presentations. It is mentioned in this book that not long ago this kind of technology was very expensive and difficult to use, but today it is available for anyone. The author recommends to use Screencast-o-matic arguing that it is a free tool that gives you direct access to creating a screencast with a single click. The book guides you step by step in order to use screencast-o-matic. screen-o-matic is good since it let you upload your screencast direct to Youtube with a very good quality without the need of an account. In addition, she also introduces “JIG” a tool that produces screencasts, as well as screenshots. She states that this tool is very important because in a matter of two minutes it is possible to create a video, upload it to the web, and paste a link to the video in an email. The author highly recommends using JIG since it is very handy and essential for online lessons. The author states that jig is one of the tools she uses the most. Moreover, I totally agree with Pacansky, when she mentions that “hosting your online-”in the cloud”- empowers you to access your content from anywhere, sharing it easily without emailing large files, and can facilitate virtual collaboration projects.” It is very helpful to have a Youtube account where someone can upload educational videos in order for students and parents to review them to learn how to solve a math problem or any other skill. The author gives a very good explanation about the different features that Youtube has. It is mentioned that Youtube has the option to share videos to the public or only to the people that have the link. Additionally, Youtube allows to have a channel to include a list of saved videos that people can revisit anytime they want. Also, it is possible to embed that list in a slide presentation, or a webpage for people to click on the link and go straight to the video list. Another tool that is introduced is the URL Shortener. According to the author this is a very helpful tool in order to shorten links to your activities and presentations. These are the URL Shortened that the author mention in this book:, , google URL Shortener , and all these tools will shorten URL and make them easy to work with. Tools for Communication and Content Creation - Beyond Text. I am totally agree with the author when she mentions that online classes are more effective when students can hear and see the instructor each class. Two online classes are presented in this book. On one hand, the author is presenting an online class where the instructor is teaching by sending only text messages. On the other hand, the author introduces a class where the instructor is using a combination of text messages and a 5 minutes videos at the start of each class and a direct link to Skype for connecting with the teacher in a live one hour video. According to the book, the class with the videos got 5% higher class completion with a 9.4% increase in academic success. This tells us how important emerging technology for education is nowadays. In addition, the author does a great job providing an ample explanation about using Twitter. I have to say that I stopped using twitter because I didn’t know how to use it. I felt like I was alone and there was no one to give me feedback like in facebook. After reading this book, I found good reasons to use twitter as a teaching tool. As I was reading the book I took my cellphone and started going over twitter. Now I have a better understanding of it. The author also provides a list of educational hashtags and ways to create your own twitter network. I am planning to create a formal twitter account so I can start working with parents. I teach 2nd grade and not all of my students have access to twitter, but it would be a good way to share ideas, homework, answer questions, and make clarifications to parents. Something I really liked about this book is that the author includes several scenarios in order to give real examples about implementing emerging technology tools. This really helps to decide which tools will be good for my class and which ones will not meet the need of my students. The author also embedded links that takes you straight to each specific tool website. I found the author of this book to be very knowledgeable about the usage of emerging technological tools. She is very updated about emerging technologies according to the year the book was published. She mentions many useful tools and the way these tools can be implemented in the classroom. In addition, she guides the reader in order to follow the steps it takes to use each tool. She also presents different scenarios in order for the reader to make their own decisions about the effectiveness of each of the tools. She also embedded links that take the reader straight to the different technological tools that are introduced in this book. I will definitely follow this author and look for more of her books. In conclusion, I really recommend this book to have it handy as a tool kit. Although the technological tools that are introduced by the author are not the newest ones, they are tools that are very functional and affordable since not all schools have the privilege of having the latest technology anyways. I will definitely keep this book handy in order to go back and review it every time I need to implement a technology tool.

  • Courtney Collins
    2018-11-07 20:05

    Author’s Qualifications:Best Practices for Teaching with Emerging Technologies is a worthwhile read for any educator looking for helpful ways of running a 21st century, technology incorporated classroom. The author, Michelle Pacansky-Brock, is an educator who has had over 17 years experience in higher education. She is a higher education leader who strives to help support 21st century educators and students in online learning. Pacansky-Brock designs and develops programs that support integration of technology in higher education classrooms. She is a well-respected educator with many insights on how to effectively run an online course. Pacansky-Brock opens up in the beginning of the text by explaining why she decided to embrace the shift of Web 2.0 resources in her own teaching. She was physically not able to attend class sessions because of a surgery and realized that she could still have a collaborative classroom community through the use of Web 2.0 tools. In 2007, Pacansky-Brock received the Sloan-C Excellence in Online Teaching Award for her transformation of online classes by using podcasts and VoiceThreads. She decided that her face-to-face classes needed a 21st century makeover as well. She began using technology tools in her History or Women in Art class in 2009 and changed the format from a lecture class to a technology enriched online community. In this book, Pacansky-Brock shares her personal experiences and tips on how to create an effective online classroom learning community. Summary:Pacansky-Brock begins the book by describing what a flipped classroom is and her personal experiences with flipped classrooms. Chapter 1 describes the importance of building a solid foundation for your students by explaining the course in detail and describing the tools that will be used and the reason why they will be used. Pacansky-Brock writes “Considering the student experience is an essential part of teaching effectively with emerging technologies” (p. 18). This shows the importance of clearly communicating the reasoning behind the use of each technology tool with your students. The students need to know the reason why they are learning to use these tools and how they can use them in the future. The author goes on to explain that a technology enriched classroom can still feel like a community, even if students never meet face-to-face. She explains how social technologies have transformed learning outside the classroom and have helped students communicate outside the classroom and build a community-based experience (p. 23). Pacansky-Brock then describes the importance of protecting student privacy and how to ethically use materials for an online class. She describes how using emerging technologies creates options and accessibility for students. Pacansky-Brock states, “when given choices, students select the method that works for their individual needs” (p.55). This shows how differentiation for students using technology is possible and boosts student engagement when given choices. After describing how to design online curriculum, Pacansky-Brock goes into describing essential tools for an effective online class. She begins with the basic foundational tools needed such as; webcam, microphone, screencasting software, online content hosting services, captioning videos, and URL shortener. She goes into depth about each of these tools and why they are so important when running an online class. She refers to them as a “Swiss army knife for teaching with emerging technologies” (p. 72). I enjoyed the fact that she explained each tool in detail even if they are basic tools like a webcam and microphone. She does not leave you in the dark on any tool. The rest of the book describes specific websites, apps, and resources that can be used to effectively run an online class. She describes emerging technologies such as; Skype, Prezi, VoiceThread, SlideShare, Twitter, Poll Everywhere, Wiggio, Facebook, Ning, Google apps, and more. She does a great job at explaining each tool and how they can be used in the classroom. Finally, she ends the book by explaining the importance of mobile devices and how they “may impact your teaching and the possibilities they hold for reinventing your students’ learning” (p. 131). She encourages educators to embrace mobile devices and realize how mobile devices open up forums for collaboration and communication on the go and inside the classroom. She explains that “mobility is reshaping the way people work” (p.135). Critique:I enjoyed how Pacansky-Brock explained a variety of technology tools and then provided showcases of how actual teachers had used the tools. These showcases gave the reader an idea of how the tools have effectively worked in real classrooms. The showcases are spread out throughout the entire book and help the reader better understand the specific tool being highlighted. Pacansky-Brock clearly communicates her ideas and gives educators advice, tips, and tools that will help them learn how to effectively use emerging technologies. Best Practices was written as a resource for college level educators who are teaching online classes, face-to-face classes, or hybrid classes. However, I believe that this book is helpful to all educators. Elementary, middle, and high school teachers can benefit from reading this book and learning about technology tools that are the foundation of creating an effective online classroom community. I would recommend this book to any educator who is wanting to learn more about using technology in the classroom.

  • Ryan Crew
    2018-10-31 22:02

    Best Practices for Teaching with Emerging Technologies was an engaging read that provided many opportunities for immediate technological implementation of many tools described in the text. This text was powerful because of the central premise around the book, which was to provide a context of why emerging technologies are important for impacting the classroom and how these tools can be implemented with explicit situations. Throughout this read, you will be faced with many opportunities to explore and imagine how emerging technology can transform the classroom. This book has an essential balance between pedagogy and technology tools to increase student engagement that makes it an exciting read for any educators entering the world of educational technology. In this book, a major portion of the beginning of the text is written to establish the need for emerging technology. The stories of hesitant implementation of new technologies are relatable and provide a context where all teachers have found themselves at some time in their career. Through this, the author is able to provide opportunities where a shift in pedagogy, correlated with increased instructional risk-taking, provides an opportunity to leverage technology in the classroom. As described in the text, “Ultimately, classroom time is transformed from a passive to an active experience and the role of the instructor shifts from “sage on the stage” to “guide on the side.” (Pacansky-Brock, 2012). However, without meaningful instructional decisions, the integration of technology in the classroom can be interesting but ineffective in increasing student inquiry and success.First, as stated in the text, there must be shifts in our understanding about what technologies like the Internet provides students. “Interestingly, despite the common perception that the Internet is ruining society, adult internet users in the United States are more likely than non-internet users to be active in a volunteer group or organization (86% compared to 56%).” (Pacansky-Brock, 2012). Like any other tool, technology has its strengths and limitations, but the integration of technology is often looked at as only decreasing student engagement in the classroom. With some of the most powerful devices in their hands, giving them the ability to find nearly any piece of information available to man, why would students be engaged in a passive classroom? The author of this text is not only able to answer this question but she gives clear examples where educational institutions, like Arizona State, encourage or require technology, which instead of decreasing engagement, allows for students to collaborate and communicate in a rich and meaningful discussion on difficult topics and issues.Upon establishing the transformational power of technology in a classroom, this text provides resources and feedback on emerging technology that establishes a lens through which to view emerging technology. A common theme that emerges as effective tools is that the tool is participatory as stated, “participatory learning situates individuals within a fluid community in which members make contributions by sharing ideas of their own...” (Pacansky-Brock, 2012). In doing so, the benefits and requirement to participate create a community that supports each other, removing the instructor as the only source of information. In this class model, a collaborative community is able to establish and support multiple experts in the topic rather than depending on the ineffective and disengaging form of passive learning that is seen in many of our classrooms today. Before summarizing the text, the credibility and qualifications of the author should be discussed in some detail. First, Michelle Pacansky-Brock is an innovative instructor at California State University-Channel Islands, where she focuses on establishing humanized online learning experiences for students. She is a keynote speaker that has published multiple books on transforming the classroom with emerging technologies. She has been a higher education learning consultant and faculty development specialist for @One, an online teaching certification program. As stated, “This book will take you for a ride through my own journey of enlightenment that inspired me to see my teaching practices from a new perspective.” (Pacansky-Brock, 2012). Based on these accomplishments, Pacansky-Brock is a highly motivated and successful educator who has specialized in transforming the classroom to benefit the students experience and support to become successful in their ability to understand and utilize technology in the classroom. Overall, her efforts have had a major impact in education recently and many higher education campuses have begun the shift towards more student-centered learning environments. In summary, this text is effective in establishing the need and subsequent benefits of technology implementation in the classroom. The shift from passive to participatory classrooms for students will be a major pedagogical undertaking by educators trying to establish a more student-centered classroom, which will be enhanced by understanding many of the emerging technologies prescribed within this text.References:Pacansky-Brock, M. (2012). Best practices for teaching with emerging technologies. New York, NY: Routledge.

  • Maria Garcia
    2018-11-14 19:41

    Best Practices for Teaching with Emerging Technologies The educational system is changing dramatically; educators need to find ways to meet the needs of 21st century learning. Emerging technologies will play an important role in 21st century education. Michelle Pacansky-Brock wrote the book, Best Practices for Teaching with Emerging Technologies to share her experience with the tools and resources that have worked for her.On Best Practices for Teaching with Emerging Technologies, the author focuses on “Why 21st Century learners are not engaged and motivated to learn”. She begins by recounting a personal journey, proving a detail description and guidance of her experience as an educator. These experiences can help to guide any teacher through the discovery of internet tools, to explore many ways in which they can facilitate student’s engagement and learning. The author’s perspective in education changed completely while recovering from open-heart surgery in 2006. She started to listen to educational podcasts where she learned about “Web 2.0” and many other tools that she used in her teaching. She was inspired to explore the new web tools in her online course, which eventually led her to change significantly the way she teaches today.She wrote this book for educators who eventually will be incorporated online resources into their practices. Pacansky-Brock’s commitment is to “spark curiosity inside teachers and inspire them to see the array of learning possibilities emerging technologies hold for the future of 21st century learning.” (2013). She is part of the online development and supports online educators for the diverse needs of students. Currently, Pacansky-Brock serves as an Online Teaching and Learning Innovation Specialist at CSU (California State University) Channel Islands. She grew up in Silicon Valley and has a personal objective to support and motivate public higher education and diverse learners. She studied the history of art and photography. Although she firmly believes that technology in education is simply a tool and will never replace teachers. She is an advocate of students’ centered learning and teachers are the change for 21st century education. The book is divided into seven chapters that focus on strategies that can be incorporated into the classroom. The author begins describing how flipped classroom and VoiceThread will make an impact in education. Pacansky-Brock (2013) describes her experience of this tool, giving samples on how emerging technologies are to transform learning and enhance student engagement. She then explains how she faced many obstacles during her journey that pushed her forward to achieve her objectives. She makes reference to the 1995 article, “From Teaching to Learning” by Barr and Tagg’s, one of her first exposures to the flipped classroom. The new generations are exposed to a different experience of the modern digital world at their hands. They have been raised completely with the digital world at their fingertips (Pacansky-Brock, 2013). The author explains that new generations can easily personalize entertainment, information, communication and self- expression. She provides a prediction about the current generation will likely be the most ‘racially and culturally diverse generation in US history’ and because of ‘advances in global communication, they may be the most transient generation as well” (Pacansky-Brock, 2013). This has led to enormous challenges for educators, such as student engagement and motivation. However, Pacansky-Brock (2013) explains how these obstacles can be overcome by flipping the classrooms. Thus, using a variation of technologies will allow educators to modify students’ experiences as well as teach in a way their brains prefer to learn. Chapter one, in my opinion, is the most important one. Pacansky-Brock (2013) discusses the importance of building a solid foundation for successfully incorporating emerging technologies into the teaching and learning process. She gives her point of view on how and why students should know in advance about the format of the class, the tools, and materials they will be required to use during the course. In addition, the students’ privacy needs to be a priority; at least students need to have the option for online privacy. Pacansky-Brock (2013) offers recommendations on how to build an online community, and developing guidelines to ensure responsibility between students and their personal information. The chapter finishes with information about copyright, privacy, and other legal issues in the online world. Students in any grade need to know their rights and how to be responsible during online discussions. At the same time, students need to feel connected community to the digital world.Chapter two, starts off with a deeper dive into instruction and learning paradigm. According to Pacansky-Brock (2013) teaching with emerging technologies is, by nature, experimental and failure is an implicit step in an experiment. If we don’t fail, we don’t learn, and if we don’t learn, we won’t improve upon what we’re already doing. And in the 21st century, improving upon a centuries-old tradition of teaching and learning is critical. She provides details and a checklist for evaluating online tools used in the classroom. Eight conditions need to consider: accessibility to ensure all students have access to the tool or content, ease of use, cost, authentication, what the end product will be, the sharing options, intellectual property rights to what students create, and privacy options. All of the elements are necessary for developing lessons that will ensure the best outcomes for teacher and students.The rest of the chapters discuss the essential tools required for emerging technology and how will empower students to explore and express their knowledge. Pacansky-Brock (2013) recognized that technology is changing rapidly; She provides plenty of tips and examples such as Jing, EyeJot, Skype, and Prezi. Other tools that facilitate the dialogue and participation are, Twitter, Poll Everywhere, Ning, and VoiceThread are a few of the apps that can facilitate discussion. The tools and resources shared in the next chapters are organized to communicate how they can be used to achieve particular goals: to share content; to increase communications with your students; and to create participatory, collaborative learning activities (Pacansky-Brock, 2013). Pacansky-Brock provides an overview of each tool and specific examples of how each can be used. She argues that mobile learning has become essential in today’s classroom. Instructors who embrace emerging technologies see the necessity to expand the use of smartphones and tablets as a way to improve skills and access for future success. Overall, I will recommend this book to anyone who wants to learn about emerging technologies. The information provided in the book could be applied to k-12 teachers and students. Pacansky-Brock’s passion and commitment to transitioning education to meet the needs of 21st century learners are inspiring. She has broken down the process of online learning so teachers can start the process as soon as possible. She clarifies many of the questions people were concerned about and provided a basic format to start implementing the 21st century learning education. By reading this book, I will definitely try some of the tools to expand my teaching practices. Pacansky-Brock (2013) states that all teachers at any level can benefit from her advice and expertise; educators today have the power to change the world. The way we respond to the opportunities that emerging technologies hold will set the tone for the future of learning.References:Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge: Tayler & Francis.Pacansky-Borck, M. website:

  • Vang Yang
    2018-10-29 00:52

    In my summary review of Best Practices for Teaching with Emerging Technologies, Pacansky begin by describing the flipped classroom and how the teaching pedagogy revolves around participation with the assistant from emerging technologies. The author wrote in this resounding statement, “As educators, it’s common for us to teach the way we were taught, and it can be challenging to step outside of our practice to reflect on and analyze our teaching approaches” (Pacansky, Kindle Locations 191-192). As I complete my first year in teaching, I caught myself teaching as how some of my teachers were teaching. I remember the classes that were most engaging and build upon the elements of the classroom. I also remember the classes that I lack interests in and made sure that I would not be teaching the same way. Only when we truly reflect on the past can we make a difference in the future as to improve on learning in the classroom. As I read into this text, I learn more about implementing emerging technologies in the classroom to create a learning environment that is engaging and interesting to the 21st Century learners. Pacansky emphasizes on a teaching pedagogy that revolves around participation by building a solid foundation and expectations. These are elements in the classrooms that takes repeated effort so students can learn and practice the routines. In building a solid foundation, students need to be clear at the beginning of class and for each projects the why, how, and behavior expectations for using any particular technology tools. Chapter 4 of this text lists a few technology tools for communication and content creation. I especially like creating infographics and Piktochart was an engaging technology tool for me to explore. There is also Adobe Spark which allows you to create engaging presentations online that can be accessible and share simultaneously together for group projects. Emerging technology provides an outlet for students to also ask questions without raising hands in the classroom and can still participate in discussion all the while using technology applications. The author, Dr. Michelle Pacansky-Brock is involved in higher education and focuses in online teaching. She has provided many resources to aid online instructors to become successful in creating an engaging course for diverse students.

  • Michelle Stillion
    2018-11-07 16:53

    The book Best Practices for Teaching with Emerging Technologies written by Michelle Pacansky-Brock is targeted towards technology in higher education. As an elementary teacher, I still found this book to be useful and relevant for all educators. Pancansky-Brock begins the book by explaining her journey with emerging technology and the benefits she has found from using technology in higher education. She found immense success with the flipped classroom. Pancansky-Brock states, “Ultimately, classroom time transformed from a passive to an active experience and the role of the instructor shifts from ‘sage on the stage’ to guide on the side’” (Pancansky-Brock, 2013, p.2). She provides reasoning for the importance of using technology to teach in the 21st Century and ways to get started using technology in college classrooms, as well as build your technology toolkit. In her chapter titled “A New Paradigm for a New Century” Pancansky-Brock explains, “Experimenting with new technologies in your teaching will require you to step into a new teaching paradigm that encourages and fosters a community of learners who are incentivized to work together and solve problems” Pancansky-Brock, 2013, p. 44). She provides many emerging technologies to use in the classroom with detailed explanations of the tools, tips and how to put them to use. When discussing technology tools she emphasize, “Again, the tools themselves are not important-it’s the experiences they create that are critical” (Pancansky-Brock, 2013, p. 65). She provides examples of emerging technologies to use for communicating, participatory learning, and using mobile devices for learning. Pancansky-Brock explains “As the popularity and daily use of social media continues to increase, participatory learning is reshaping the way we learn” (Pancansky-Brock, 2013, p.101). Through out discussing about integrating emerging technologies into your teaching practices, she also includes the importance of supporting all learners and provides resources to help educators do so too.

  • Robert Faris
    2018-11-02 19:41

    I am currently reading this book. I am finding the information in the book to be extremely helpful as I attempt to improve the methods I use to improve my teaching strategies and the way that my students like to learn new information. This book has some great information on emerging technologies and methods that will help improve the way that our students learn new information.There is information on the "flipped classroom" that I am confident will help improve the way that we deliver information to our students. The author, Michelle Pacansky-Brock presents some solid background information about how the "flipped classroom" is being used in higher education. There are also chapters dedicated to "best practices", and how best to use the technology in our classrooms. I will write more as I continue to read this amazing find.

  • Tram
    2018-11-15 19:48

    In Best Practices for Teaching with Emerging Technologies, author, Michelle Pacansky-Brock, details numerous ways on how college professors could maximize student learning and engagement through integrated technologies. Pacansky-Brock offers benefits and examples of specific technology tools and applications that can target the interest of Millennials also known as Gen Z, by drawing on her experience as a college professor, as well as her experience growing up as a member of Generation X. She breaks down the benefits of teaching with emerging technologies very well, highlighting brain research by "John Medina, an affiliate Professor of Bioengineering at the University of Washington School of Medicine and director for the Brain Center for Applied Learning Research at Seattle Pacific University” (Pacansky-Brock, 2013, p.7) on how to teach to support the way the human brain works that are relevant for the 21st-century learner. It basically winds down to optimizing the technology tools that students use everyday—their mobile devices—and tapping into all the sensories—namely vision—to maximize student engagement and interest which potentially leads to learning. In other words, students today have all the tools to learn, and the instructor should help facilitate learning by providing directions and opportunities to help students learn, instead of acting like the bearer of knowledge. The idea of a classroom converted into a place for discussion that elicits creativity and ideas in this flipped classroom concept will “shake the foundation of the traditional instructional paradigm in which higher education is rooted,” (Pacansky-Brock, 2013, p.9) and Pacansky-Brock goes into extensive details on how to accomplish this throughout her writing.Throughout the reading, Pacansky-Brock incorporates her own experiences which helps enrich her ideas. Perhaps it is because I am part of Generation Y (the older end), or that she is a History major, like myself, but I found her personal stories to be very relatable to my own. For instance, when a student introduced her to YouTube for the first time, I remembered my own experience with YouTube, uploading my first video to the now-super famous website, recorded from a Nikon point-and-shoot back in the early 2000’s, and how it felt sifting through the hundreds of nonsensical videos online just because it was entertaining. Or when Pacansky-Brock’s friend expressed concerns about privacy issues if she were to create a Twitter account. I had the same thoughts and feelings not too long ago, but today, I feel much more lax, quickly creating accounts on Uber, Venmo, Poshmark and the likes, all phone applications that require me to provide a credit card or my debit account information for financial transactions. Pacansky-Brock remind readers how it was like for people like me who grew up and witnessed the emerging technologies that revolutionized every part of our lives. And with this growing group of Millennials, educators, in K-12 and higher education, must learn to adjust and equip themselves with the proper learning technology tools and how to effectively integrate them into their curriculum if they expect this generation of future leaders to stay interested in learning in school.Although my peers who teach at the high school level may find Pacansky-Brock’s writing to be outdated (published in 2013) and perhaps targeted specifically to college students only, I find it quite informative and refreshing as a high school teacher, myself. As we work to close the gap between high school learning and college learning, if educators hope to make the transition easier for high school graduates entering universities, they can learn a lot from this book. We are a quarter in to this “new” century and Pacansky-Brock explains the new paradigm that should already shift from instruction to learning. For example, “designing a learning environment in a...class that is targeted at eliciting discovery, constructing knowledge, and achieving specified learning results for a diverse student group requires an instructor to engage with students...have a willingness to adapt and shift the direction of activities in response to the group’s unique needs.” (Pacansky-Brock, 2013, p.43)Pacansky-Brock offers a variety of ways to accomplish this by listing showcases and technology applications throughout the book that can be applied at the university level and, as I personally feel, the K-12 levels. And for those who feel this book is outdated, Pacansky-Brock highlights a lot of current applications that are still trending today, such as add-ons and apps through Google, Screencastify, bitly, Polleverywhere, VoiceThread and more. Currently the Teaching and Learning Innovation Specialist at Cal State University of Channel Islands, Pacansky-Brock has the credibility and experience that properly supports what she has examined as best practices for teachers using technology in the classroom. Furthermore, for readers who remain focused on the intended college students being the recipients of these best practices for teaching with emerging technologies in her book, they will not enjoy this book. However, if readers could step back and look at the readings through macro lenses, they will discover that much of Pacansky-Brock’s ideas reflect most of what K-12 educators are also seeking: a practical list of technology tools that can help create authentic, participatory learning environments catered to 21st century learners that will prepare them for the “real world”.

  • Jose Rosas
    2018-10-26 20:50

    “Best Practices for Teaching with Emerging Technologies (Second Edition)” by Dr. Michelle Pacansky-Brock is an excellent resource for teachers in the 21st century. Dr. Pacansky is currently employed as a Teaching and Learning Innovation Specialist for California State University Channel Islands. She is Faculty Mentor who coordinates professional development for integrating online instruction and utilizing 21st century emerging technologies in the classroom. Through her work and mentoring she has assisted instructors across the nation to meet the diverse learning needs of college students. Her education background includes receiving a EdD degree in Educational Leadership and Management, a Masters in Art History, and a Bachelors in B.A. Studio Art/Photography. The author of this book brings high qualifications based on her experiences. “Best Practices for Teaching with Emerging Technologies (Second Edition)” begins by identifying four types of emerging technologies which are defined in the context of the book; cloud-based applications, Web 2.0 tools, social technologies, and mobile apps. As a teacher, I think it is important to identify and the understand the various emerging technologies out there. If these technologies are applied effectively, I believe it can improve and support the learning of students in K-12 schools. As stated by Dr. Pancansky-Brock, “the tools featured in this book have demonstrated potential to enhance college learning by making it easier for instructors and students to create and share multimedia content, build relationships at a distance, and make learning more interactive and collaborative” (Pacansky-Brock, 2017, p.1). Students today have grown up using technology, I strongly believe the various types of emerging technologies can and will support the learning needs of students in the k through 12 education system. It is the teachers job to prepare students for the 21st century.The introduction and chapter one of the book focuses on building the foundation of your classroom to succeed with the integration of technology, which I believe is most important to succeed. The introduction presents the flipped classroom approach and how it “puts students in control of their learning and gives them a change to learn how they learn,” (Pacansky-Brock, 2017, p.19). I do believe the flipped classroom approach is very important when working with technology. Technology today provides students will endless amount of information at their fingertips. I agree students need to be given the opportunity to take control of their learning, but with guidance. The teacher’s role in the 21st century needs to change instead of creating a hierarchy of teaching as referenced by Dr. Pancansky-Brock, where the instructor is above the students and students are the bottom listening and taking notes in class (Pacansky-Brock, 2017, p.18). From various text I have analyzed, Dr. Pancansky-Brock also emphasizes that instructors need to “shift from ‘sage on the stage’ to ‘guide on the side,’” (Pacansky-Brock, 2017, p.18). In addition to creating a flipped classroom, it is important to create a foundation with expectations on which and how technology will be used in the classroom. As pointed out by the author, even though students know how to use technology it doesn’t mean they know to use it as lifelong learners. As a teacher, I do believe it is important to prepare students and set the standards on how to utilize technology effectively. The most useful part of the book is chapters 3 through 5, the author provides a variety of tools with examples on how to apply them. Chapter 3 addresses Screencasting software, Jing-TechSmithcom/jing, and how to access it. In chapter 4, you are provided with two scenarios on how Jing has been utilized by teachers. I believe this is very helpful for teachers to know how it is used by others before implementing it themselves. Therefore the book is a very useful tool for teachers to have.In the last part of the book, the author provides insight on how educators should rethink their teaching when utilizing Learning Management Systems and textbooks. These tools can keep students learning sheltered if not used appropriately, especially LMS. Learning cannot be contained but should be expanded for students to the web. In the last chapter, the author provides a link to online resources in relation to the book. In addition, the author encourages the reader to share your online resources in relation to the book. I really like how the author is trying to expand and share ideas with everyone. This is a great way to collaborate with other teachers. This book has provided me with valuable information on setting up my classroom to utilize today’s emerging technologies. I will continue to reference to this book to on building a flipped classroom foundation in my class. Since implementing a flipped classroom approach, my students have become more motivated and engaged to their learning while using technology. I look forward to growing my expertise of providing a flipped classroom and integrating the best technologies for the classroom. Pacansky-Brock, Michelle. (2017). Best Practices for Teaching with Emerging Technologies: Second Edition. New York, NY: Routledge. Pacansky-Brock, Michelle. (n.d.). Michelle Pancansky-Brock @brocansky [Blog post]. Retrieved from

  • April Heisey
    2018-11-07 20:50

    I chose this book to learn about the new technology that is out and how to incorporate that technology in the classroom. I was thrown off when I got the book and found out it was for college professors. I teach high school not college, but I read it anyway and found out there are some things I can use in the high school classroom. The author, Michelle Pacansky-Brock, was an art history college professor for online and face-to-face classes. She wrote about her own experiences with technology as well as other college professors experiences. She has won the OLC/Sloan-C award twice for her effectiveness in online teaching. Michelle is currently a teaching and learning specialist or California State University, Channel Islands. The book starts off with an introduction. Michelle Pacansky-Brock describes how she started using emerging technologies in her online classes. It made sense to her that students on the internet should use more tools from the internet. She started giving her lectures on a podcast and had her students write blogs. Students can type or speak their responses to questions using VoiceThread. Michelle’s online students were engaged and differences between them and her face-to-face students were like night and day. She restructured her regular classes and divided up the curriculum into learning modules similar to her online classes. Before coming to class the students needed to listen to the podcast and leave questions or comments using the voice thread. When the class met, she would go over the questions and lead a class discussion about the topic being taught. Even though Michelle’s flipped class uses multiple types of technology she believes “the foundation of success [for a flipped class] is a clearly structured instructional design model that organizes content into learning modules, each aligned with a series of measurable learning objectives and a continued focus on modeling the importance of community” (p. 14). For any teacher wanting to use emerging technology in the classroom, the author believes there are steps to take before starting with the technology. Chapter One reveals the steps needed to get started. She states that students should be frontloaded with the technologies and applications that will be used throughout the course, why each technology will be used, and any equipment or software the student will need to use these technologies and applications. Part of using technology is making a community out of your students, they will need to collaborate more, participate more, and work together well. Because of this, groundrules need to be established and shared with students. “Students need to feel safe and perceive their learning environment as a trusted space to share and collaborate with their peers…the groundrules empower students to play a central, rather than peripheral, role in their learning” (p. 26). Many examples of groundrules are given, for instance, students need to treat each other with respect.Privacy is another topic discussed, the author believes it is more important to teach students how to participate responsibly in a public online environment. That might be fine for college age students, for my high school students, I would not want them collaborating in a public space. I would want them to stick with private options that only my students can see. Also in this chapter is information on copyright law. There are different levels of copyright, to avoid a lawsuit, teachers should use copyrighted material that has a Creative Commons License or that is considered public domain. The next chapter gives a list of criteria to think about when deciding what technology to use in the classroom, as in, what function will the technology have in the class and who will use it, how will it affect the teachers’ workload. The teacher also needs to determine if every student has access to the tool, the difficulty, and price of the tool. “Teaching with emerging technology is, by nature, experimental and failure is an implicit step in an experiment. If we don’t fail, we don’t learn, and if we don’t learn, we won’t improve upon what we’re already doing” (p. 41-42). This is my favorite quote from Michelle Pacansky-Brock! It is what I tell my math students every day. It is through our mistakes that we learn. If we expect our students to experiment without worry of making a mistake, then we, as teachers, need to be willing to try new things and possibly fail as well. Chapters 3-5 is a list of tools to promote collaboration, participation, and creative presentations. With each tool is an example of how Pacansky-Brock or another professor used it as a tool in the classroom. This book was written in 2012, so many of the tools are outdated, but she does talk about some popular tools. Some of the tools that are discussed are social tools like Twitter, Facebook, and Pinterest. High school students love Twitter, a suggestion by the author is to make a special hashtag for the class and have the students use the hashtag on all questions and comments for the class. For Pinterest, it is suggested to make a board for the class and have students pin websites or pictures of specific topics on the board for the class to discuss. These are great ideas, but I am concerned about the privacy of my students using these sites. I would do something like make a google slide show for the class and have students use their phones to take a picture of a conic section and post it on a google slide. Even better is if they take that picture and upload it into the Desmos Graphing Calculator to calculate the equation of the conic section and make a google slide of the picture and equation. Chapter 6 is about integrating mobile apps into the lesson. There are examples of game-based learning apps, like a QR code scavenger hunt, these are designed to get the students out of the classroom, moving around, and communicating. “Mobile devices are at the core of this workforce transformation and encouraging students to learn and encouraging students to learn how to use them to foster collaboration, is an important step in preparing students for success in the 21st century” (p. 135). Almost all students have smartphones, they need to know their phones are for more than just playing games and socializing. Those phones are valuable tools, that if utilized fully can be amazing learning devices. Being confident in using smartphones and tablets will increase their job opportunities in the future. The last chapter gives a link for online resources and videos used to write this book. The book was a little outdated in terms of the technology, but the themes can be applied for many years to come. The ideas can be adapted to current situations and technologies. It was easy to read and will be used as I plan to incorporate more technology in my classes.

  • Jennifer Guzman
    2018-11-03 22:46

    Best Practices for Teaching with Emerging Technologies written by Michelle Pacansky-Brock discusses ways that college professors can incorporate technology in their online and physical classes. Pcacansky takes the reader through the journey of laying a foundation for such an interactive class and outlines the reasons for moving toward a participatory pedagogy. She states it’s important to let students know before class even begins what tools they will be using along with required equipment and software because, “it empowers students to be able to register for classes that meet their own learning styles and overall preferences, “ (Pacansky-Brock, 2017 “List of Tools...” para 2). It’s also important to explain the purpose of using the specific technologies. A participatory pedagogy or learning paradigm shifts the traditional lecture and transfer of knowledge from professor to students to discovery and construction of knowledge and creating learning experiences and environments so that all diverse groups achieve success (Pacansky-Brock, 2017 “Toward Participatory Pedagogy,” para 6). After setting the stage for a shift in the teaching style, Pacansky discusses many tools for communication, content creation, and participatory learning. She includes many examples of how she or other professors use these tools with their classes. Links are also included to some projects or videos made with these tools. The tools that she recommends are geared to creating a more humanistic experience to her online classes as well as creating a participatory experience for her students. When choosing a tool, she recommends that you should, “start with clear, measureable learning objectives,” (Pacansky-Brock, 2017 “What Function Will the Tool Serve in Your Class,” para 3). Pacansky includes a checklist for choosing just the right tool which considers things such as accessibility, to the learning curve, to cost, to privacy. (Pacansky-Brock, 2017 “Checklist for Evaluating Tools,” para 2).Pacansky’s book is a refreshing look at why one should choose to use technology in the classroom. She argues, “that low student engagement and motivation is a difficulty that college professors face as a result of using class time to deliver passive lecture content to students who are thirsty for something different,” (Pacansky-Brock, 2017 “From Teaching to Learning,” para 3). Digital natives are no longer satisfied with receiving knowledge from a dull lecture. They can find the same information on the internet. They need to be engaged in meaningful activities. Creating authentic experiences where students master the content and then create something to show their mastery and share it with others is much more meaningful than just taking in information from a lecture or text book. One of the stories shared by the author illustrates how authentic learning can take on a life of its own when she discusses a high school class in which the students and teacher connected with a professor from another country. This interaction was initiated by the students and they spent their own time planning questions and came to school early for this meeting. None of this was required, they were genuinely interested in the learning. (Pacansky-Brock, 2017 “How Live Video Tools Open...” para 4). That sounds like the goal of student engagement was definitely achieved. Pacansky has first hand experience with the information she discusses in her book. She was an Art History professor for many years. Through her dissatisfaction with her own teaching experiences, she transformed the way she taught classes. She made them more engaging and added a human element to her online classes. She seems to enjoy using technology and is not afraid to try new things. Pacansky is careful about what she chooses to use, making sure what tools she picks are meaningful and purposeful. She now helps prepare teachers for teaching with technology and in online classes. She is an example of how learning by doing is often the most meaningful type of learning with the biggest impact.This was an enjoyable and practical read. I recommend it to anyone teaching in the 21st century. She recommends great tools and examples of how to use them effectively in the classroom.

  • Stephanie
    2018-10-23 23:00

    Michelle Pacansky-Brock is a college professor who has taught using technology for many years. She wrote "Best Practices for Teaching with Emerging Technologies" in 2013. Her primary focus for this book is to introduce and instruct college professors on how use emerging technology to effectively teach to 21st century standards. She addresses professors who teach online, in classrooms and half online/half in class. Michelle Pacansky-Brock encourages professors to reach all mediums of technology, whether it be using a PC, laptop, smartphone or other handheld devices. Some of the technologies mentioned in this book may be outdated due to how quickly technology evolves. Hence, her examples and guidance throughout the book are extremely useful guidelines to consider.Michelle Pacansky-Brock has an extensive list of qualifications and experiences. She has a B.A. in Studio Art/Photography that she obtained from San Jose State University. She also has an M.A in Art History, obtained from University of California, Riverside and an Ed.D in Educational Leadership and Management from Capella University. Michelle Pacansky-Brock has written five books pertaining to the use of emerging technologies and online learning. Since 2007, she has received numerous awards connected to teaching, including the NISOD Teaching Excellence Award, Sloan-C Excellence in Online Teaching Award, Edublog Award, Sloan-C Effective Practice Award and Educator Advancement Scholarship from Capella University. SummaryIntroductionIn the introduction for her book, Michelle Pacansky-Brock discusses how her students seemed unambitious, didn’t care much about what they were learning and were not willing to work for good grades. Her first discussion is about how to administer a flipped classroom. This is where the instructor video records the lesson and shares it with the students online. Then the students are instructed to view it online in their own time at home, by a certain date. The next time the students come to class, they need to be prepared to actively participate in discussions about the lesson. The significance of a “flipped classroom” is to move the learning experience from apathetic to an operative one. Michelle Pacansky-Brock reminds her readers that by the time her book is read, some of the technology pieces that she discusses may be obsolete, since technology is an ever evolving entity.College students, categorized as Millennials (born between 1980 - 2000) are the focus in this book. These students are the ones who are not engaged in class. “Millennials are accustomed to learning from their peers in a virtual community in which their opinions and ideas matter.” (Pacansky-Brock, 2013, p. 6) These students need to be taught in different ways than the traditional teaching model. The following chapters discuss different websites and tools to use to keep the Millennials engaged in class.Chapter 1 - “Building a Solid Foundation”In chapter one, Pacansky-Brock discusses specific tools for professors to use to engage students to improve their success. The chapter outlines how to reinforce student success by informing students of any auxiliary devices that might be required prior to the start date of the class. This may consist of a list and a motive for using such devices. These devices include operating systems, supporting frameworks and applications. This will allow the student(s) ample time to decide whether or not the class fits into their personal comfort zone. She also provides many suggestions for dealing with students who may not feel comfortable with technology or have financial hardships. Most of the chapter discusses how to build community by using social media to coerce students to participate. Pacansky-Brock goes into detail on how to encourage safe boundaries by establishing privacy settings. The end of the chapter discusses copyright limitations.Chapter 2 - “A New Paradigm for a New Century” This chapter Pacansky-Brock discusses trying new “tools” to support learning. She references Barr and Tagg’s article “From Teaching to Learning.” The teaching paradigm is the traditional way of teaching, where the professor lectures and teaches specific material. The learning paradigm is more of a 21st century learning approach which is where students will effectively engage in the learning process. The author then details how to get started. Getting started includes determining who will be using the tool, requesting feedback from students, determining how it will affect the professor's workload, how students can access the tool, the cost, how to share information and privacy concerns. At the end of the chapter, Pacansky-Brock discusses 21st century learning and skills. “Twenty-first-century citizens are expected to be able to search for and evaluate digital information (which now exists in text, image and video), synthesize ideas, construct opinions, as well as analyze and respond to viewpoints in an ethical way.” (Pacansky-Brock, 2013, p. 64).Chapter 3 - Essentials Toolkit This chapter discusses the necessary tools for your computer, what to look for and how to use each one. Some of the tools introduced are webcam, microphone, screencasting software, online content hosting services, methods for captioning video and URL shorteners. Pacansky-Brock warns that some of the tools and their attributes may be outdated, as technology is ever changing, and to refer to the specific website for updated details.Chapter 4 - Tools for Communication and Content Creation - Beyond Text! This chapter goes into detail about tools for communicating to students. Some of these tools include visual communication, video email, synchronous voice, video and text, presentation tools, videos created from images, text, video and audio, conversation media and eBooks. There are great ideas and explanations on how to use each one. “When students sit in front of a computer to learn, they will be more engaged and motivated week after week in a long semester journey when they can see you, hear you, and have options to learn from anywhere.” (Pacansky-Brock, 2013, p. 92).Chapter 5 - Backchannels and Tools for Participatory Learning Backchanneling is having students log in at a specific time and having real-time conversations with professors and peers. The focus of this chapter is learning within communities. Pacansky-Brock gives exemplary examples of tools to use for these goals and goes into depth on how to use each one.Chapter 6 - Mobile and Beyond This chapter discusses the impact that mobile devices have on teaching and peer to peer interactions. Mobile devices can include smartphones, tablet type of devices and iPods. She focuses on smartphones and iPads. She proposes that mobile devices can be very assistive in allowing most students access to the content of classes at any time, anywhere as long as they have access to the internet.Critique I was very interested in reading this book. As a kindergarten teacher, I am not able to use a lot of the ideas and technology that she has discussed, however, I will be able to take a lot of her suggestions and alter them to fit into my pedagogical practices. I think she is extremely effective and thorough in her research and has exemplary guidance for teachers and professors that fall within the middle school to college level learning. I will be able to use this book as a guide when I have questions about emerging technologies within my own learning. I would recommend this book to all teachers trying to implement technology into their teaching.

  • Christine
    2018-11-05 00:57

    According to, emerging technology is a new technology that is currently being developed, or will be developed within the next five to ten years. (Stevens-Henager College, 2013). As the educational system shifts to meet the needs of 21st century learning, emerging technology will play a major role in how learning will look in the 21st century.  Michelle Pacansky-Brock wrote the book, Best Practices for Teaching with Emerging Technologies, with the intention to share the best practices for teaching emerging technologies.  This book was designed for college educators who are teaching or will be teaching online, face-to-face, and hybrid classes.  Pacansky-Brock’s commitment is to “spark curiosity inside you and inspire you to see the array of learning possibilities emerging technologies hold for the future of college learning.” (2013). Pacansky-Brock’s website motto: “A connected higher education leader committed to supporting the needs of 21st century faculty and students in California through the use of humanized online learning.” (  She specializes in faculty online development and supports online educators in humanizing online learning experiences for the diverse needs of students.  Currently, Pacansky-Brock serves as an Online Teaching and Learning Innovation Specialist at CSU (California State University) Channel Islands.  She was raised in Silicon Valley and has a personal aspiration to support public higher education and diverse learners.  In graduate school, she studied history of art and photography.  Although she strongly believes in the evolution of technology and how it shapes the future of education, she is an advocate of “human-centered learning.”  She believes that technology will always serve as tools and can never replace teachers.  She stresses that teachers will serve as the shift for 21st century learning.  Her vast qualifications are posted on her website: Online Professional Development Experience.   This book is divided mainly into seven chapters.  Chapter 1: “Building a Solid Foundation” is about how Pacansky-Brock came to the idea of teaching emerging technologies in the classroom.  She realized the importance of implementing technology in her teaching: “While today’s traditional college-age students are more comfortable with experimenting with new technologies than previous generations, they aren’t necessarily fluent with all tools, nor do they understand how to use them to be productive, lifelong learners--which I believe, is a skill that all college classes can contribute to developing.” (2013).  Chapter 2: “A New Paradigm for New Century” discusses the shift in 21st century learning and how to get started in teaching 21st century skills using the appropriate technology tools in the classroom by evaluating the tools.  Chapter 3, 4, and 5 introduce a variety of technology tools and examples of how to use them and the specific goals they achieve: “The tools shared in the next three chapters are organized to convey how they can be used to achieve particular goals: to share content; to increase communications with your students; and to create participatory, collaborative learning activities.  (Pacansky-Brock, 2013). Chapter 6: “Mobile and Beyond” focuses on mobile devices and how they impact 21st century teaching and redefine students’ learning.  Pacansky-Brock defines “mobile learning” as learning from the use of a handheld mobile device.  (2013). There are many types: PDAs, iPods, feature phones, smartphones, and tablets.  This chapter does not define how mobility will change the world and higher learning, but simply shares some of the trends.  Lastly, chapter 7 shares online resources to further support educators on their journey with emerging technologies. Pacansky-Brock’s book starts strong with her experiences in the classroom with emerging technologies and the reasoning behind how she reinvented her classroom to meet the needs of 21st century teaching.  However, the chapter organization is a bit overloaded with too much information.  The information is not necessarily relevant to each other.  Chapter 2 is organized in the same way.  Again, there is too much unrelated information in one chapter.  The information does not build on top of one another.  Chapter 3, 4, and 5 are well organized and well-written with emerging technology tools, links to learn more about the tools, their overviews, and how they can be used in the classrooms with examples.  These chapters are “the heart” of the book.  Chapter 6 moves away from essential technology tools to argue the importance of mobile learning and how to implement it in the classrooms.  The chapter ends on a high note on how emerging technologies have reinvented learning and teaching.  A small section of this chapter wraps up the theme of this book.  However, it would be more powerful to move that section to a conclusion chapter rather than linking it with chapter 6, which is about mobile learning. Overall, Best Practices for Teaching with Emerging Technologies is a great book on learning how to implement emerging technologies in the classrooms.  Even though it was designed for college educators, some of the tools mentioned are very useful for all educators.  The book chapters need to be reorganized to have a better flow in the reading and the delivery of the information.  Despite its lack of flow, the book provides a great deal of helpful information.  Pacansky-Brock’s enthusiasm and commitment to transitioning education to meet the needs of 21st century learners are inspiring. This book serves as a great resource or the “go-to” book if educators are committed to transforming their teaching to 21st century teaching and reinventing how students learn with emerging technologies. References Pacansky-Brock, M., & Ko, S. S. (2013). Best practices for teaching with emerging technologies. NewYork, NY: Routledge. Pacansky-Borck, M. website: Stevens-Henager College "What Is Emerging Technology?” Dated 2013.Retrieved on June 27, 2016 from

  • Kristin Andaya
    2018-11-07 20:40

    Best Practices for Teaching with Emerging Technologies is an effective instruction manual for teachers who would like to implement an online class, add a flipped element, or enhance a traditional class with technology. Michelle Pacansky-Brock has written a primer on how to set up and administer online learning. Ms. Pacansky-Brock has had a great deal of experience in this area. She is currently employed by CSU Channel Islands as a teaching and learning innovation specialist, and as a lecturer in digital citizenship. She has been teaching courses online for over 10 years. Ms. Pacansky-Brock has won several awards for technology in education, including the 2007 Sloan-C Excellence in Online Teaching Award, the 2009 Edublog Award, and a 2010 Sloan-C Effective Practice Award for her use of VoiceThread. She has written a second book (How to Humanize Your Class with VoiceThread), blogs on technology in education, and has several articles in academic publications on the topic of online learning. ______________________________________________________________________________________________ Summary and CritiqueMichelle Pacansky-Brock begins her book by describing the flipped classroom. She discusses the paradigm shift she believes needs to take place due to all the disruptive innovations technology has brought into our lives. The Millennial and post-Millennial generations have a vastly different experience of the world than those who came before them. They have been raised partially or completely with the digital world at their fingertips. They can easily personalize entertainment, information, communication and self-expression. She shares a prediction on page 5 that the current generation “…will likely be the most ‘racially and culturally diverse generation in US history’ and because of ‘advances in global communication, they may be the most transient generation as well.’” This has led to challenges for educators, such as student engagement and motivation. But Pacansky-Brock details how these challenges are actually opportunities. Flipping our classrooms and using a variety of technologies, allows educators to customize students’ experiences as well as teach in a way our brains actually prefer to learn. According to Pacansky-Brock, “Another benefit of teaching with emerging technologies is the potential they hold for crafting multisensory learning experiences, which are more akin to the way the brain is wired to learn” (page 7).Chapter one discusses how and why students should be informed in advance about the format of the class, the tools that will be used, and the materials / equipment that will be required. Pacansky-Brock is a college instructor, so some of what is covered in the book was not completely applicable to an elementary classroom. However, most of the information did transfer to an elementary environment, and even more of it is relevant to upper grades and secondary education. In addition to front-loading students about the course expectations, above all, student privacy needs to be a priority – at least students need to have the option for online privacy. Pacansky-Brock provides some tips on how to build the class community online, and developing guidelines to ensure responsible digital citizenship. The chapter finishes with information on copyright, privacy, and other legal issues in the online world. Students in any grade need to know how to be participate responsibly online, and keeping the feel of a connected community in a virtual format is critical to the success of any class, so the advice found here is valuable for all levels of education. Chapter two contains a viewpoint that I thought was vital to remember: “Teaching with emerging technologies is, by nature, experimental and failure is an implicit step in an experiment. If we don’t fail, we don’t learn, and if we don’t learn, we won’t improve upon what we’re already doing. And in the 21st century, improving upon a centuries-old tradition of teaching and learning is critical” (page 42). This chapter provides a checklist with details for evaluating online tools for your class. It includes eight criteria: accessibility to ensure all students have access to the tool or content, ease of use, cost, authentication, what the end product will be, the sharing options, intellectual property rights to what students create, and privacy options. Taking these elements into consideration when developing a class or even a single lesson will ensure the best outcomes, and will protect both teachers and students. The remaining chapters discuss the actual tools necessary – the emerging technologies that will allow our students to discover and express their knowledge digitally. Pacansky-Brock acknowledges that technology changes quickly, so her website provides updated and current information on the recommended tools I( The “essential” tools she recommends are a webcam, microphone, screencasting software, online content hosting service(s), video captioning tool, and a URL shortener. What follows the essentials are specific programs and options for the above tools. Pacansky-Brock provides an overview of each tool and specific examples of how each can be used. Her website provides video instructions for many of these tools. This was a powerful book. Again, some of the information did not apply to my world, but it could be adapted and, in a sense, “downsized” for the K-12 environment since we are not typically looking to develop an exclusively online environment. Pacansky-Brock has demystified and broken down the process of online education into usable pieces. She provides a basic format and shares her experiences with a wide variety of tools. The book has given me a lot more confidence and willingness to try new technologies and extend my classroom beyond the physical walls. She has essentially created a template that can be used as a starting point for any type of curriculum planning. Teachers of all grades and levels can benefit from her advice and expertise. We can also find inspiration in these pages: “Educators today have the power to change the world. The way we respond to the opportunities that emerging technologies hold will set the tone for the future of…learning” (page 150).

  • Lisa
    2018-10-17 21:58

    As someone who has been using a Flipped Classroom model, this book was very helpful in helping to expand my Flipped Classroom toolbox. Although I have been improving every year, I knew the time had come to take my Flipped Classroom to the next level. Pacansky-Brock outlines the implementation of a Flipped Classroom/Blended Learning environments very well. I appreciated her real approach to writing this book. I really felt like I was having a conversation with a colleague who was sharing ideas and strategies with me. The author also tells fun and relate-able anecdotes from her own teaching experiences. She also gives great tips and an abundance of ideas, apps, and websites to use. There is a little something for everyone here. I usually feel overwhelmed when I am given a million types of technologies or technology based ideas at once, but Pacansky-Brock paces her book well and really just lays out a buffet of ideas where the reader can pick and choose from. Even though the author's experience is at a collegiate level, as a high school teacher it was nice to read about what this type of teaching model looks like at the college level. If you are thinking of implementing a Flipped Classroom/Blended Learning model in your classroom, this is a great book to read and get ideas from.

  • Jerod Holen
    2018-11-16 01:04

    One of the most important takeaways from the book, Best Practices for Teaching with Emerging Technologies, by Michelle Pecansky-Brock, and the idea that will remain with me is that she emphasizes an educator’s impact on his or her students. Specifically, she states that as educators, we must “think about your students and identify small ways you can contribute to diminishing the gap between the skills students have and the skills they need at graduation.” (Pecansky-Brock, 2017 Pg. 163) This is important because it is something that a teacher can control no matter what grade level taught. Every educator must know an individual student’s strengths and where the student needs to improve. Teaching students, who many are already digital natives, how to use emerging technologies, and helping them become digitally literate is something that can be done at every grade level. If this becomes the new normal, it will ensure that a student will be ready for post-secondary education, and that should be the goal for everyone involved in K-12 education.

  • Martin Torres
    2018-10-28 16:43

    Michelle Pacansky-Brock’s Best Practices for Teaching with Emerging Technologies is a book designed to give college level instructors a blueprint for integrating emerging technology into their curricula. The book was written in 2013 and probably was not a particular focus of middle and high schools back then. But I think that we are now within a period during which technology integration to improve student learning is infiltrating all levels of education. Some of the technology mentioned in the book may no longer be considered emerging technology since they are used significantly more frequently than at the time the book was written. Nonetheless, the guidance presented by the author may be generalized and applied to current emerging technologies and is supported by a wealth of examples and resources throughout the book.Michelle Pacansky-Brock has the experiences and a list of accomplishments that help validate her level of education and the expertise that is shared in the book. She has a B.A. in Studio Art and Photography, an M.A. in Art History, and a Doctorate in Educational Leadership and Management. Since 2012, she has participated various projects that promote the use of online learning. Among other notable positions, she was a member of the California Education Technology Task Force, a conference chair for an online learning consortium, and on the 2014 and 2015 advisory board for the NMC Horizon Report for higher education. She has at least five publications focusing on online learning and using emerging technologies to improve learning.Chapter one offers steps, checklists, suggestions, considerations, and anecdotal-supporting examples that guide the reader towards building a foundation for integrating emerging technologies into curricula. The chapter essentially outlines suggested procedures and policies that will assist both teachers and students with transitioning to the use of the emerging technologies. Pacansky-Brock discusses the importance of making students completely aware of the tools that are required to be used and the justifications for the use of the tools. These tools include apps, hardware, and supporting infrastructures. She also offers useful suggestions for dealing with students who may have challenges with the tools, including low comfort levels with using any of the tools and not having access to the tools due to financial hardships. The chapter also suggest building an environment of participatory learning by using social media tools to foster an enriched learning experience where students are able to share ideas both inside and out of the classroom. Ground rules are emphasized as a necessary component to building this participatory environment. Pacansky-Brock shares samples of her communications to students to provide concrete examples to the reader. She then covers some foundational tools and legal and privacy considerations that becomes a basis for building an online learning environment.In chapter two, Pacansky-Brock emphasizes that the use of the tools should always be chosen to support pedagogy and provides examples and resources to support her message.She discusses the Barr and Tagg model to illustrates the differences between the Instruction Paradigm, in which the traditional direct teaching approach to educating students occur, and the Learning Paradigm, in which learning is student-centered. Pacansky-Brock supports the Learning Paradigm and was able to justify the value of technology tools, especially that increases communication amongst members of a class, to support it. She ends with the reminder that we need to prepare our students for the twenty-first-century. Doing so will require students to develop technology literacy skills “to be able to search for and evaluate digital information (which now exists in text, image, and video), synthesize ideas, construct opinions, as well as analyze and respond to viewpoints in an ethical way.” (Pacansky-Brock, 2013, p.64)Chapters three and four discusses fundamentals tools needed to facilitate learning with emerging technology. Hardware, software, apps, and website resources for supporting a Learning Paradigm environment are shared. Specific tools for visual and/or audio communication and scenarios for how to use them are provided. Some of the tools might be outdated, but the argument for using similar tools is made.Chapter five focuses on tools that promote participatory learning and the value of backchanneling. Tools such as social networking tools, blogging apps, and shared documents are discussed to demonstrate how engagement between participants is increased.Chapter six discusses the impact that increase access to mobile devices is having on educational institutions. A mentioned university “realized early on that they hold great potential for connecting students with their peers and other users around the world, resulting in an increased exchange of ideas, exposure to new ways of understanding old problems, and an invitation to contribute to a growing global discourse.” (Pacansky-Brock, 2013, p.132) Pacansky-Brock brings to light the fact that information is readily available due to the internet and accessible with mobile devices. She emphasizes the need for pedagogy to reflect this new way of accessing information and offers solutions for incorporating mobile learning into curricula.Best Practices for Teaching with Emerging Technologies does what it sets out to do with plenty of rational and implementation ideas and resources. It will be one of my reference books as I move forward with implementing my in participatory learning environment.ReferencePacansky-Brock, M. (2013). Best Practices for Teaching with Emerging Technologies. New York and London: Routledge.

  • Tatum Kantor
    2018-10-18 00:38

    I really enjoyed reading this book. I was disappointed originally, because after starting the book it sounded like it was only for college professors who teach online courses. If you are reading this as a teacher who does not teach college and/or does not teach online, do not let that steer you away! Every teacher can take away valuable tips from this book whether you teach elementary school, college, online, or in a regular classroom. This book is also helpful for teachers who are completely new to Web 2.0 tools or social media in an educational setting as well as teachers who have a lot of experience. I am ready to further dive into a bunch of new Web 2.0 tools and learn more about them. If you are looking into how to further motivate and engage your students with the help of Web 2.0 tools, I definitely recommend this book!

  • Yesica Navarro
    2018-10-16 18:48

    Michelle Pacansky-Brock, Ed.D, the author of Best Practices for Teaching with Emerging Technologies is an educator who seeks to make learning engaging and contemporary to meet the diverse needs of 21st century learners. She has written four other books all focused on improving online learning practices. Pacansky-Brock has received various awards for her contributions to education; among these the Sloan-C Effective Practices Award in 2010, the Edublog Award in 2009, and the Sloan-C Excellence in Online Teaching Award in 2007. Plus, she actively contributes to education by engaging in projects like the 2015 online workshop titled “How to Humanize Your Online Class.” Furthermore, she maintains an online blog to support, inform, and encourage educators in their implementation of technology.Due to Pacansky-Brock’s extensive experience in the field of education, she can be trusted to provide practical strategies for technology implementation. Her 2013 book Best Practices for Teaching with Emerging Technologies is for college professors who seek ideas to engage their students in online learning. Even though the book is aimed for college professors, there are still practices that could benefit teachers of younger students. She begins her book with a preface in which she defines emerging technologies as “tools or types of tools that are making an impact in teaching and learning but are not yet adopted in mainstream teaching practices.” Then, she moves on to the introduction in which Pacansky-Brock provides background about how she transformed her teaching from lectures to rich engaging classes based on the flipped classroom model. She found the need to change her teaching methods in an attempt to meet the needs of her students. Brain research suggested that students learn best in multisensory settings; therefore, Michelle sought out to incorporate this into her learning activities. The first chapter examines strategies and techniques to consider in the implementation of emerging technologies. Pacansky-Brock believes it is important to build a solid foundation in order to help students succeed with technologies that can be new and intimidating. She suggests educators should inform students about why certain tools are used in a class, they should establish a class philosophy, and set forth a set of ground rules. I found that these recommendations could benefit all educators even those who do not teach at the college level. Within this chapter you will also find information about student privacy, embedding content, and teaching with copyrighted material. At first, I thought this content did not belong in this chapter, but after closely looking at its purpose, I found that these are elements that should be considered when beginning to implement online classes. As I read chapter two, I also found the organization to be a little problematic and difficult to follow. It talked about a shift and focus on a learning paradigm versus the old instruction paradigm. She further insists that “[social media, Web 2.0 tools, and mobile apps] create a cascading array of opportunities for students to be active contributors in the learning process, yielding fabulous ideas for assessments and strategies for increasing student interaction.” At this point, I realized that her ideas of emerging technologies were outdated; however, she continued with valuable advice about getting started with emerging technologies that could be used with any tools. She provides the reader with a checklist to evaluate tools and their effective use in learning. Chapters three, four, and five are better organized and easier to follow. They provide a collection of tools and a description of how educators can use them to make learning possible in deep engaging ways. The list includes webcams, YouTube, screencasting software, voice thread options, and more. Again, I found that many of these tools were no longer emerging technologies, but it was useful to see how they can be incorporated in learning. Chapter 6 focuses on mobile learning in college. Backed with research Michelle believes that mobile devices “…hold great potential for connecting students with their peers and other users around the world, resulting in an increased exchange of ideas, exposure to new ways of understanding old problems, and an invitation to contribute to a growing global discourse.” Furthermore, Pacansky-Brock offers compelling reasons as to why mobile learning is beneficial.I would recommend this book to college professors who seek to move away from lectures, or to professors who would like ideas about integrating online learning. Even though the book did not provide new technologies and mostly focused on online learning, it offered practical advice about what to consider when incorporating tools. Plus, it offered a link to a continuously updated list of emerging technologies. It is evident Michelle believed that technologies in the classroom should be used “to share content; to increase communications with…students; and to create participatory, collaborative learning activities.” This theme was repeated throughout the book, and I think it supports 21st century learning.

  • Lauren Keith
    2018-10-24 21:37

    I was hoping to discover new apps or sites by reading the book Best Practices for Teaching with Emerging Technologies by Michelle Pacanky-Brock and was pleasantly surprised to find some great information that I could use. In the past, I usually have found that after reading books about technology, I have not identified specific ways to alter my teaching strategies in the classroom. This book provided a variety of suggestions and methods for how to use particular apps and sites with students. Although some of the ideas offered in the book were geared more towards college students, I still acquired some very useful information. For example, Pacansky listed several items that a teacher should include in a class syllabus and although I do not create a syllabus since I am an elementary teacher, the items listed reminded me how important it is to communicate to students why they are learning a lesson or using a tool. Another good reminder was to always provide a finished example so that students know what is expected. Another part of the book I found helpful were the questions to think about as you evaluate technology tools you use in your teaching such as the function, accessibility, easiness to use and/or learn, cost, account information, and sharing options. These questions were important to reflect upon because they can make your lessons run smoothly if you are prepared with that knowledge ahead of time. Finally, I was excited and try some of the apps and websites that were listed in the book. Since technology changes at a rapid pace and the book was published in 2013, some of the tools listed were not quite so new anymore. There were many tools I had already used, but there were a couple tools that were new to me that I would like to try such as a site called Wistia for making accurate captions for videos and Polls Everywhere which seemed very user-friendly and an easy way for students to complete a survey. I found the book to be quite interesting because the author shared her doubts about using technology at the beginning of her teaching career and the journey she made using emerging technologies. I enjoyed reading the book because it stayed focused on the topic, provided specific examples of how to use technology as well as specific sites and included some vital questions to think about as you incorporate the new tools. While I appreciated much of the information in the book, and am glad I read it, I would remind people who are thinking about reading this book to be mindful that most of the emerging technologies presented are no longer new.

  • Bianca
    2018-10-17 19:51

    In her book Best Practices for Teaching with Emerging Technologies I was surprised how much I liked the premise. The audience for her book is college teachers, but there are many ideas that most teachers can use when it comes to using emerging technology for the classroom. The author Michelle Pacansky-Brock really tied the topic of technology in education for this book. In today’s digital world she explains how technology in education should be more active than passive. If an instructor pursues an active way of including technology in their teaching methods students will be more attentive. The book also explained college teaching methods but I felt it had good advice and detailed how each generation has its own way of learning. For example, “Millennials are accustomed to learning from their peers in a virtual community in which their opinions and ideas matter” (Pacansky-Brock & Ko, 2013, p. 6). We as teachers need to change along with technology and should expect to regularly. The discussion on traditional classroom (in this case a college classroom) had students listen to lectures vs. the classroom that used new and emerging technologies and methods such as, the flipped classroom. Therefore, students want to be engaged in their learning to better their understanding of the subject they are learning about. I enjoyed the approach to themes that can be used by other teachers, not just those that teach college. My favorite topic was the discussion of technology tools and how they can be implemented into the classroom. Pacansky-Brock says, “Teaching with emerging technologies can be like flying with unexpected turbulence-if they aren’t integrated into a learning environment effectively” (Pacansky-Brock & Ko, 2013, p. 18). It gave examples of mobile technology and what uses you could use it for and how to get started using it. She also gave examples of what to expect when using some of the new emerging technology. Her description of VoiceThread and what it can be used for makes me want to try it for my classroom. Pacansky-Brock also talks about using QR codes with students. This intrigued me because I have a co-worker that uses QR codes with her class. I plan to try the SCAVNGR app to try it with my class because of the author’s description of the app being customizable. Not all emerging technologies she discusses will be geared towards my third grade students, but are technologies that I can use myself for my classroom. Also, she reminds her readers that not all students will be confident with using new technologies. Another area she discusses is being aware of assistive technology and how emerging technology can assist with supporting those learners. In college you have different generations in a class and they have different comfort zones with using technology. In my situation in a 3rd grade class, I have students with different comfort levels when it comes to using technology. I’ve had that experience using technology for my classroom and it not go as smoothly as I thought it would. The book does a good job of telling how to go about using emerging technology with your students. “We can make our students’ learning more relevant, more supportive of diverse student needs, more engaging, and prepare them for a successful life in our digital, interconnected, collaborative society” (Pacansky-Brock & Ko, 2013, p. 15). Pacansky-Brock does a good job of giving guidelines when using specific emerging technologies such as, Twitter, Facebook, and YouTube. I really enjoyed reading this book despite it being geared towards higher education. There are different takeaways that I plan on trying with my third grade class after having read this book.The author of Best Practices for Teaching with Emerging Technologies, Michelle Pacansky-Brock, is a college professor who has won numerous awards. In 2007 she won the Sloan-C Excellence in Online Teaching Award and NISOD award for Teaching Excellence. In 2010 she was awarded Sloan-C Effective Practice for using VoiceThread and the Capella Educator Advancement scholarship in 2011. She continues to teach the history of photography online and also does consulting for companies and colleges. The author is also involved in integrating education technology in California and completing a doctorate in education in Educational Leadership and Management. She has been teaching online since 2003 according to her website ReferencesMichelle Pacansky-Brock, Ed.d. (n.d.). Retrieved from, M., & Ko, S. S. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge.

  • Zayna Thorpe
    2018-10-16 22:37

    Best Practices for Teaching with Emerging TechnologiesBy Michelle Pacansky-BrockAs part of an assignment for school, I had to find a book about emerging technologies and then complete a review of the book I chose. At first I was concerned that any book I found would be a very dry read or involve completely archaic technology, but I was pleasantly surprised with “Best Practices for Teaching with Emerging Technologies” by Michelle Pacansky-Brock. With the intention to share the best practices for teaching emerging technologies, this book was designed for college educators who are teaching or will be teaching online, face-to-face, and hybrid classes. Although, a lot of the technology the author discusses has been in use for many years, i.e. YouTube, webcams, etc…The author has some practical applications that could help a lot of teachers who may not be comfortable with technology. Michelle’s qualifications in this subject are extensive and her passion is just as impressive. She earned a Bachelor’s of Art in Studio Art and Photography, a Master’s in Art History, and a Doctorate in Educational Leadership and Management. She has participated in various projects that promote the use of online learning and some of her other distinguished positions include being a member of the California Education Technology Task Force, a conference chair for an online learning consortium, and sitting on the 2014 and 2015 advisory board for the NMC Horizon Report for higher education. She has at least five publications focusing on online learning and using emerging technologies to improve learning. As teachers are quickly discovering, teaching the 21st century learner is more challenging every day and we need all the tools we can get our hands on to keep these learners engaged. This book gives us a lot of different tools that are easily accessible and many of which are free. One message that the author tries to deliver is our understanding that just because we are using tools well is not the same as teaching well with emerging tools. The book sets the stage for creating a class community with expectations and rules before and during the class. Chapter by chapter, the author lays out a plan that any instructor can follow with clear and justified ideas with examples and resources. The plan includes important technology tools such as webcams, microphones, and some suggestions on different software that is needed such as EyeJot, Screencast-o-Matic, and Jing. She discusses video email as another way to make online learning more personal in that it allows you to build better relationships with your students when they can see you and you can see them. The tools that are shared in these chapters will encompass the prospect to bring your human presence into your online class, as well as create and share presentations and other types of content with ease. The author also talks about failure as a means of learning, stating that “if we don’t fail, we don’t learn, and if we don’t learn, we won’t improve upon what we’re already doing.” In the 21st century, improving upon a centuries-old tradition of teaching and learning is critical. Still, failure is tough and no one openly relishes the opportunity to fail. She goes on to discuss that even our grading system is designed to exclude and/or instill fear in the possibilities of learning through failure. We tell students they need to have a 4.0 to be successful, which means they cannot fail. We teach them colleges will not look at them if they have a low GPA, but researchers can prove that through that very failure is where we learn. Michelle accomplished the very thing she set out to do in this book; she clearly communicated the value of emerging technology and followed it up with simple ways to implement these steps. She has provided numerous resources to help support any teacher regardless of their technical skill when implementing emerging technologies into their lesson plans. With that being said some of the content could have been combined together and/or eliminated altogether. In the first couple of chapters the author talks about some of the software and does a good job of explaining the use and purpose, but then adds it will be discussed more in later chapters, but all that is really discussed later is basically the same thing she already told us. The flow of this book would have been better had the author organized a little differently. Overall, though, it was a very good read.Pacansky-Brock, Michelle (2012-09-10). Best Practices for Teaching with Emerging Technologies (Best Practices in Online Teaching and Learning) (p. 42). Taylor and Francis. Kindle Edition.

  • Rhonee Gaedicke
    2018-10-29 20:54

    In the book, “ Best Practices for Teaching with Emerging Technologies” by Michelle Pacansky- Brock the author focuses on “Why students are unmotivated in their education?”. Could it be that teachers current practices are outdated? Emerging technology have changed the way students communicate in every aspect of their lives. This book is is a step by step guide to bring accountability, engagement and motivation back into the classroom. Brock decided to use the flipped classroom model as a way to start to change they way she taught so it matched the way students want to learn. Students do not want to sit and listen to a lecture, they want to be involved in a deeper learning experience. The tools, expectations, software and student feedback make this an interesting and important book for 21st Century educators. The book sets the stage for creating a class community with expectations and rules before and during the class. Chapter by chapter the author lays out a plan that any instructor can follow with clear and justified ideas with examples and resources. The plan includes important technology tools such as webcams, microphones, and software needed, communication technology such as EyeJot, Skype, and Prezi. There are also popular apps that students use to include in your classroom such as Twitter, Ning, and VoiceThread. Besides just a well thought out instructions, Brock discusses why participatory learning is so important for students in 21st Century education. Something that all readers will appreciate is the amount of focus on student concerns and feedback that is included with examples of possible solutions so that instructors and students will be successfully involved in a deeper learning experience.

  • Robin
    2018-11-13 23:53

    This type of book is rare because it offers an explanation of how to use the technology and then combines it with solid ideas of how to integrate it into the classroom. Furthermore, the author's own journey learning and using these tools is presented and helps the reader connect with the process of technology change and integration. Lots of really useful ideas (and I am aware of many tools already). I highly recommend this book for any instructor who wants to increase their use of technology in a meaningful way.

  • Erin
    2018-11-14 16:47

    I sort of assumed I wouldn't like this book... often books about "emerging technologies" are out of date before they are even published, after all. but the best practices she lays out were actually very useful and some of the tools she uses in courses are ones I have yet to try. Plus, it's short :) Made for nice, quick lunch time reading.

  • Melissa Macias
    2018-11-12 21:49

  • Pat Gibson
    2018-11-05 17:37

    Interesting point of view but will be out of date quickly. Her experience is worth the read if you want to teach online.