Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms.

The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Curriculum Design and Trends in Higher Education
Curriculum Development and Scientific Research
Education and Globalization
Online and Blended Learning
The 21st Century Library and Information Services
Use of Communication Technologies in Adult Education
Video Use in Teacher Education

Reviews & Statements

Editors Ololube, Kpolovie, and Makewa present students, academics, and professionals working in a wide variety of educational contexts with a collection of academic papers and scholarly articles focused on the theory and practice of enhancing instructor education through the use of advanced instructional technologies. The editors have organized the twenty-two contributions that make up the main body of the text in four parts devoted to digital resources and teacher education, the adoption of technology in teacher education, curriculum resources in teacher education, and educational leadership and management.

– ProtoView Book Abstracts (formerly Book News, Inc.)

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Editor/Author Biographies

Dr. Nwachukwu Prince Ololube, is a Senior Lecturer in the Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria. He holds a Ph.D. in Education and Teacher Education with focus in Educational Management and Planning/Curriculum Studies from the University of Helsinki, Finland. In addition, a postgraduate Diploma in Human Resources Management, Masters of Education in Educational Management and Planning, and a Bachelors of Science Education in Political Science. His research focuses on school business administration/management, curriculum studies/design, early childhood education, institutional management and leadership in higher education, sociology of education, education effectiveness, instructional effectiveness and quality improvement, ICT in education, adult and non-formal education, and research methodologies. Wherever Dr. Ololube finds himself and have always been, he always displayed the same enthusiasm and dynamism toward inspiring and motivating his students. He challenges them to think critically and independently. He enjoys teaching as much as he is motivated to do research. Dr. Ololube has published over 40 articles in referred journals, 6 textbooks, edited 3 books, presented at various international conferences, and contributed over 40 chapters to a number of books and encyclopedias. In all, Ololube has authored and/or co-authored more than ninety (90) publications. Ololube’s professional contributions to the academic community include: Editor-in-Chief, International Journal of Scientific Research in Education (IJSRE); Editor, Online Journal of Education Research (OJER); Editorial Board Member, International Journal of Economics, Education and Development (IJEED); Review Board Member, International Editorial Review Board Member, International Journal of Management in Education (IJMIE); International Journal of Information and Communications Technology Education (IJICTE); Editorial Board Member Journal of Information Systems Education (JISE) and more. A selection of Dr. Ololube’s publications and profile are available online at www.ololube.com

Peter James Kpolovie is an Associate Professor and the Acting Director of Academic Planning, Research and Control Unit, University of Port Harcourt. He is an accomplished product of University of Port Harcourt, and an expert in Psychological Testing, Educational Measurement and Evaluation. His PhD dissertation on validation and standardization of Culture Fair Intelligence Test for use in Nigeria won NUC’s Best Doctoral Thesis Award in 2002. He also won the prestigious University of Port Harcourt School of Graduate Studies’ Silver Jubilee Award of Excellence in 2007, in addition to winning the Common Wealth Scholarship in 1994. From 2003 to 2006, he successfully served in the Bayelsa State Executive Council. Peter James Kpolovie has over 35 national and more than 40 international publications in professional journals. He is a member of the Board of Editors or Team of Reviewers of a number of international journals. Some of his other publications include six groundbreaking books: Test, Measurement and Evaluation in Education; Advanced Research Methods; Statistical Techniques for Advanced Research; Educational Reforms without Evaluation Designs: Nigeria at Risk; The Making of the United States of America: Lessons for Nigeria; and Educational Management in Developing Economies. His research interests include use of Information and Communication Technology in education and in data analyses; educational evaluation; improvement of human learning; educational management; and test validation and standardization.

Prof. Lazarus Ndiku Makewa is an Associate Professor and Researcher in the School of Education, where he is also the Dean of the School, University of Eastern Africa, Baraton Kenya. Professor Makewa is editorial board member of several journals. His research focuses on instructional systems design, job and task analysis, learning situations and instructional models, learner characteristics, displays and communication, innovations in educational technology, educational delivery systems, assessing instructional outcomes, instructional systems development, technology leadership, institutional management and leadership, and education and teacher effectiveness and quality improvement.

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