, Volume 63, Issue 1, pp 96–97 | Cite as

Review of Bower, M. (2017). Design of Technology-Enhanced Learning: Integrating Research and Practice. Bingly, UK: Emerald Publishing Limited

  • Sylvia E. RogersEmail author
Column: Book Reviews

The author, Matt Bower, is an associate professor in the School of Education at Macquarie University in Sydney, Australia. His main area of expertise is working with pre-service teachers to effectively use technology-enhanced learning in the classroom. He also has expertise that includes computer science education, teacher education, and computer supported collaborative learning. In the preface of the book, Bower noted the pervasive influence of technology on education. Learners have access to a variety of apps that allow the easy collection of data, and the construction, representation, and sharing of knowledge. Technology is often presented as a cure-all for education, but, in fact, the improper use of technology can create learning that is meaningless and confusing. The purpose of this book is to supply readers with an “integrated understanding of key issues surrounding technology-enhanced learning design.” (p. xii). Furthermore, readers need an understanding of the benefits and...


  1. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.CrossRefGoogle Scholar

Copyright information

© Association for Educational Communications & Technology 2018

Authors and Affiliations

  1. 1.Auburn UniversityAuburnUSA

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