Abstract
Digital environments are playing an increasing part in people’s lives. They provide a variety of experiences ranging from virtual worlds to simple avenues for communication. Young people often engage extensively with these technologies, and this engagement has implications for education and the ways in which young people learn. Furthermore, digital technologies are changing so rapidly that it is impossible for education and educators to keep pace. Digital technologies can create different and dynamic sociocultural contexts with significant implications for learning in schools. Beginning teachers are entering schools in transition which are attempting to exploit opportunities for learning with digital technologies, as well as create relevant learning for students. This period of upheaval in schools has significant implications for beginning teachers and places additional demands on their preparation and pedagogical flexibility and technological capabilities.
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The authors thank Matthew Kearney for the discussions, insights and advice that have influenced the writing of this chapter.
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Schuck, S., Aubusson, P., Buchanan, J., Russell, T. (2012). Butterfly Brains and Digital Natives Inhabiting Schools in Transition. In: Beginning Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3901-7_9
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