CRITICAL BOOK REVIEW

“Learning and Teaching With Technology In The Knowledge Society New Literacy
Collaboration and Digital Content"

NAME : SARA CLARESTI PERTIWI NABABAN

NIM : 2183321010

CLASS : ENGLISH EDUCATION 2018 E

LECTURER : M. Eko Isdianto, S.Pd., M.Hum

SUBJECT : TECHNOLOGY IN ELT

Department of English and Literature

Faculty of Language and Art

State University of Medan

2020
 PREFACE

Praise and thankyou to God Almighty, because of His gift I can complete this Critical
Book Review. This assignment is structured on the basis of the Critical Book Review assignment
of Technology in ELT. I do not forget to say many thanks to Mr. M.Eko Isdianto, S.Pd., M.Hum.
, as a lecturer in the Technology in ELT course who has guided me in completing this Critical
Book Review assignment.

This Critical Book Review task was created to add insight and knowledge to me and the
readers. I am fully aware that in making this assignment is still far in the perfect word and of
course there are still many shortcomings, for that I really expect criticism and advice from
readers and supervisors who are constructive to complete the next tasks. I hope that this Critical
Book Review can be useful for writers in particular and for readers.

Medan, 21 May 2020

Author,

Sara Claresti Pertiwi Nababan

 Table of Contents

PREFACE................................................................................................................................................. 2

CHAPTER 1............................................................................................................................................. 4

Preliminary................................................................................................................................................ 4

A. The Rationalism the importance of CBR................................................................................... 4

B. The purpose of CBR..................................................................................................................... 4

C. The utility of CBR........................................................................................................................ 4

D. The Identity of Book...................................................................................................................4

CHAPTER 2............................................................................................................................................. 5

DISCUSSION........................................................................................................................................... 5

A. Summary of the book................................................................................................................... 5

CHAPTER 3............................................................................................................................................. 8

STRENGTH AND WEAKNESS........................................................................................................... 8

A. Strength of the book..................................................................................................................... 8

B. Weakness of the book.................................................................................................................. 8

CHAPTER 4............................................................................................................................................. 9

CONCLUSION AND SUGGESTION.................................................................................................. 9

A. Conclusion..................................................................................................................................... 9

B. Suggestion..................................................................................................................................... 9

CHAPTER 1
 PRELIMINARY

A. The Rationalism the importance of CBR

Often we are confused about choosing reference books to read and understand. Sometimes we
choose one or two books, but it doesn't satisfy our hearts. For example in terms of analysis of the
language and in terms of aspects of the contents that are less complete. Therefore, a Critical
Book Review was made to make it easier for readers to choose books as references, especially on
the subject technology in elt.

B. The Purpose of CBR

1. Review the contents of a book.

2. Search and find out the information in the book.

3. Train yourself to think critically in finding information provided by each chapter of the first
book .

4. Comparing the contents of the book and looking for a summary of the contents of the book.

5. Criticize one topic of writing lecture material.

C. The Utility of CBR

1. To find out about how to use technology in elt

2. To find out about how to learn about technology in elt

D. The Identity Of Book

1. Title: Learning and Teaching With Technology In The Knowledge Society New Literacy
Collaboration and Digital Content.

2. Author: Mizuho

3. Publisher: Springer

4. Year : 2016

5. ISBN : 978-981-10-0144-4

CHAPTER 2

DISCUSSION
A. Summary of The Book

The book will look at social constructivist approach to teaching and learning using technology and how it
relates to new literacy from different aspects of potential classroom activities. Chapter 1 focuses on
traditional notion of literacy to literacy theories in knowledge society. Chapter 2 covers how knowledge
building in classroom changes when technology is successfully used. Chapters 3 and 4 introduce recent
innovative educational practices on topics concerning collaboration and digital content.

Chapter 1 discusses the definition of literacy by looking at traditional theories of literacy studies from
functional literacy to New Literacy Studies movement. The discussion will move forward to explore how
in the last few decades, the development of information technology has altered the way we define
literacy. The chapter covers and explains terms like information literacy and ICT skills. The chapter also
covers classic arguments on the great literacy divide, and how this framework is manifested in today’s
argument of digital divide. Literacy is not only a skill but also a competency that empowers, allowing one
to participate, to be critical, and to build knowledge in society.

Chapter 2 covers recent development of the use of technology in the classroom based on social
constructivist approach. The chapter explains how teaching and learning based on social constructivist
approach handles knowledge, and how it can potentially foster active learning in classrooms. The
chapter goes on to explain how it affects learning by discussing the role of literacy and its functions in
knowledge-building processes that occur in classroom practices. The chapter also introduces recent
studies on application of technology such as participatory media in classrooms. With successful use of
technology, such as video streaming technology, instructor’s role in the classroom changes from being
a transmitter of knowledge to a facilitator of knowledge. In such context, literacy practices can play an
important role in making such shift.

Chapter 3 discuss in detail about computer supported collaborative learning. From social constructivist
viewpoint, collaboration among peers in a classroom is a very effective way for learners to engage and
to participate. Today, collaborative learning is practiced worldwide. However, it is only recently that
collaborative learning using technology is being incorporated in East Asia. This chapter will introduce
some recent studies on collaborative learning using technology. This chapter introduces recent studies
on collaboration and technology, specifically from the point of literacy. How the emerging characteristics
of literacy practice in such collaborative setting differ from traditional literacy practice will be discussed
using cases from Japan. This chapter also includes some ideas on CSCL for teachers in the classroom.
Chapter 4 we will look more closely at digital content and learning. We live in a rapidly changing society
driven by technology and marked by an access to abundance of information. Most of the information we
encounter everyday is digitized and delivered through the Internet. For example, we can see different
modes of communication used simultaneously, such as moving images, audio, 3D models,and text on
the same webpage. Digital content is comprised of multiple modes and is always situated to be
understood in certain social context. As a learner living in knowledge society, it is not only the
“decoding” or the “reading” of such digital content is of importance, but the “creating” or the
“writing” of such digital content is also becoming more essential. This chapter will discuss interactive
digital content used in education today such as educational use of 3D models.

Development of technology such as the lecture recording system has created new possibilities to design
activities in classroom. Flipped classrooms and flipped learning is one of them. Flipped classroom
exchanges the timing of a more traditional lecture and activities given to the students as homework by
delivering the recorded lecture as an online educational material as homework, and to have the
students engage in activities during classroom period. Flipped classroom offers an example of how the
new technology can be used to reconfigure the classroom meetings. Transmission of knowledge occurs
outside the classroom and creates opportunity for knowledge building activities in the classroom. For
example, this can be done by concentrating more on having the students work with authentic materials,
allowing more time for collaboration, facilitating discussion, giving students time to reflect, and creating
ways to give students more scaffoldings to build a meaningful learning community. Development of
streaming delivery technology and lecture recording system offer us a new choice of how and when to
deliver and share knowledge within the classroom.

CHAPTER 3

STRENGTH AND WEAKNESS

A. Strength of The Book

1. The cover from this book is more interesting

2. The language from this book is understanding to read

3. The contents in this book are quite clear to understand

B. Weakness of The Book

I think in this book is quite good to read but there is little use of the same language convicted but all of
that is good.

CHAPTER 4

CONCLUSION AND SUGGESTION

A. Conclusion

Educators, policymakers, administrators, and teacher preparation and professional development

programs now should embed these tools and resources into their practices. Working in collaboration
with families, researchers, cultural institutions, and all other stakeholders, these groups can eliminate
inefficiencies, reach beyond the walls of traditional classrooms, and form strong partnerships to support
everywhere, all-the-time learning. All of this can work to augment the knowledge, skills, and
competencies of educators. Tools and data systems can be integrated seamlessly to provide information
on student learning progress beyond the static and dated scores of traditional assessments. Learning
dashboards and collaboration and communication tools can help connect teachers and families with
instantaneous ease. This all is made more likely with the guidance of strong vision and leadership at all
levels from teacher-leaders to school, district, and state administrators. For these roles, too, technology
allows greater communication, resource sharing, and improved practice so that the vision is owned by
all and dedicated to helping every individual in the system improve learning for students.

B. Suggestion

This book can be used in studying technology but there are little unbelievable language.