Our increasingly globalized world is driven by shared knowledge, and nowhere is that knowledge more important than in education. Now more than ever, there is a demand for technology that will assist in the spread of knowledge through customized, self-paced, and on-demand learning.

The Handbook of Research on Innovative Technology Integration in Higher Education provides an international perspective on the need for information and communication technology in education and training. Highlighting the use of technology in both formal and informal learning, this book is an essential reference for academics, corporate leaders, government agencies, profit and non-profit organizations, policymakers, or anyone interested in the use of technology to educate and share information.

Coverage:

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

E-Learning in Higher Education
Engagement in Online Learning
Hybrid Learning
MOOCs
Student Engagement in Technology
Virtual Learning Environments
Workplace Learning and Social Media

Reviews & Statements

Editors Nafukho and Irby present students, academics, and professionals working in a wide variety of education contexts with a comprehensive textbook on the use of information and communication technology in education and training from an international perspective. The twenty contributions that make up the main body of the text cover a wide variety of related issues including green computing through virtual learning environments, quality preparation of mathematics and science teachers to integrate ICT, the role of technology in improving the quality of teaching higher education, and others.

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

Highly Recommended. This book on emerging technology-supported learning and teaching environments in higher education embodies 20 solid chapters rich in content and organization. What empowers this scholarly work is that it sheds light on both students’ and faculty members’ perceptions about integrating information and communication technologies (ICTs) into online and blended learning/teaching settings based on individual and collective experiences with these technologies both inside and outside of the classroom. Also, as a compilation of extremely informative chapters, this handbook stands out as an impressive academic work written for researchers, scholars, and practitioners that have special expertise on the topic on multiple levels including the theory, pedagogy, and practice of technology.

– Seda Khadimally, MEd, ALM, EdD Candidate, California College of Communications, USA

Table of Contents

Search this Book:

Reset

Editor/Author Biographies

Dr. Fredrick Muyia Nafukho is a Professor of Educational Administration and Human Resource Development and Head, Department of Educational Administration and Human Resource Development, College of Education and Human Development, Texas A&M, University. He holds a Ph.D. in Human Resource Development, Louisiana State University, where he was a Fulbright Scholar, an M.Ed (Economics of Education), and B. Ed Business Studies and Economics from Kenyatta University, Nairobi, Kenya. Nafukho has published over 120 articles, book chapters, and books. He has designed and successfully delivered online courses. He has written extensively on the Market Model of Financing Universities in Africa, the University Loan Policies in Africa and US, Information and Communication Technology Policies in Africa and has served as an external examiner to University of Cape Town, The University of the North at Mafeking, South Africa, Catholic University of Eastern Africa, and University of Nairobi among others. His research interests include adult learning, emotional intelligence and leadership development, organizational learning and performance improvement, evaluation in organizations, higher education development and investment in human capital development.

Dr. Beverly J. Irby earned her Ed.D. (Education) from the University of Mississippi in 1983. She joined the Department of Educational Administration and Human Resource Development at Texas A&M University (TAMU) as a Full Professor in September, 2013, has been approved graduate faculty there since 2001, and has developed and taught courses in research and curriculum for special programs, educational administration, instructional leadership, and research. She has earned the reputation of an excellent professor and Dr. Irby’s mentored students have garnered numerous research awards. She was selected as a national UCEA David Clark Scholar Mentor and a two-time Piper Professor Nominee. She has a graduate student scholarship and has the Brown and Irby Center for Research and Doctoral Studies in Educational Leadership in her honor at Sam Houston State University (Texas). Dr. Irby’s research focus is that of social responsibility for instructional leadership; theory development/validation; women’s leadership; gender equity; early childhood, bilingual/ESL, gifted, and science education; online learning; reflective practice portfolios; international leadership; principal and teacher evaluation/professional development; program evaluation; and various research techniques including bricolage.

Abstracting & Indexing

Archiving

All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci^® platform.