Overview of Teaching the iGeneration

As most Radical readers know, my second book—titled Teaching the iGeneration—came out in early July. 

Essentially an effort to document everything that I’ve learned about teaching with Web 2.0 tools, Teaching the iGeneration is chock full of practical suggestions for using everything from social bookmarking services to wikis and blogs in today’s classrooms.

What early reviewers have liked the best about TiG, though, is that it ISN’T just a book about technology. 

While you’ll find plenty of handouts detailing best practices for introducing new digital tools to your students, the focus of each chapter—and the strategies that I recommend—stands squarely on the characteristics of good teaching.

Readers will learn about the characteristics of effective persuasion and information management practices.  They’ll explore the characteristics of collaborative dialogue—a communication practice that has been essential for centuries—and take a closer look at the types of problems that students need to solve. 

Poke through the 70+ handouts in TiG—which are all posted for free download here—and you’ll see as many tools supporting the development of traditional skills as there are supporting the use of new tools. 

They include:

Does this sound like a book that you might just be able to learn a thing or two from?  Would it make for a good addition to the professional library in your building?  Can you think of a teacher—or a principal—that needs to learn more about how digital tools can be used to support responsible instruction?

If so, then you might be even more interested in winning one of the five free copies of Teaching the iGeneration that I’ve still got to hand out!

4 thoughts on “Overview of Teaching the iGeneration

  1. GinnyP

    Bill, I came across an article from NCTE, raising a point I find to be ironic with the (needed) push to “use technology”. In a chapter from NCTE’s “Secondary School Literacy: What Research Reveals for Classroom Practice,” the point is made that no state reading comprehension end-of-grade tests include anything from online sources: no blogs, wikis, emails, evaluation of sources, etc.
    Do you have any ideas as to how we teachers can start a grass-roots movement to bring our testing more into line with (what should be) our instructional tools?

  2. Sue Graves

    I teach 5th grade in AZ and I want to thank you so much for the info!! The handout and free reproducibles will be an asset to my teaching! Thank you for helping to make teaching the iGeneration fun and easy!! I hope to win a copy of your book so I can learn more about it, but if I don’t win, I will be looking for it at Barnes and Noble. I’ve bookmarked your site and will continue researching your fabulous ideas!
    Thanks again, Sue G.

  3. Bill Ferriter

    Thanks, Lee…
    In all honesty, feedback from folks like you means the world to me. I’ve followed your thinking for a long while and learned a ton from you.
    To think that you see value in what I’ve written is downright cool.
    Looking forward to seeing your review and hearing your pushback. The worst part of writing a real-live paper book is it doesn’t allow for continued changes or improvements over time!
    Rock on,

  4. Lee Kolbert

    I am reading it right now and you are SO right about it not being a book about technology. It’s absolutely about good instruction first. I’m really enjoying it and will be writing a blog post about it soon. I’m up to the section on blogging and have some thoughts on your recommendations for classroom blogs. I really like many of your suggestions. Some I’ve never considered and will try this year and a few I’m not sure I agree with, but everyone has to figure out what works for their students. Definitely the most practical book on tech integration I’ve ever read.
    Thanks, Bill!

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