Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA) and Darrell Hucks (Keene State College, USA)
Release Date: December, 2013|Copyright: © 2014 |Pages: 335
ISBN13: 9781466649248|ISBN10: 1466649240|EISBN13: 9781466649255|DOI: 10.4018/978-1-4666-4924-8

Description

With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning.

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines.

Topics Covered

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

  • Effective Planning with Technology
  • Emerging Technologies in Education
  • Professional Development
  • Technology Integration & Models
  • Training and Support Programs
  • Transforming Education through Technology

Reviews and Testimonials

Although the focus is on teacher education, the seven sections in this title are appropriate for an educator in any discipline seeking knowledge of online learning tools. [...] The editors provide a compiled list of references from all chapters, and an index to the work as a whole. This work will be useful to administrators, teachers, technology leaders, and technology staff.

– Sara Marcus, American Reference Books Annual

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor of Education at the University of North Dakota (UND), USA. Prof. Keengwe is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). He is also the co-editor-in-chief of The Journal of Education and Learning (EduLearn). Prof. Keengwe has published over 100 publications in refereed journals, edited books, book chapters, and conference proceedings. Prof. Keengwe was one of the recipients of the 2017 Carnegie African Diaspora Fellowship. His work was honored with the 2011 UND McDermott Faculty Award for Excellence in Academic Advising. He was also a recipient of the 2010 North Dakota Spirit Faculty Achievement Award, and the 13th Annual Martin Luther King Jr. Award. At the national level, Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award.
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”
Dr. Darrell Hucks is currently an Assistant Professor of Elementary Education in the Education Department at Keene State College, USA. He received his Ph.D. in Teaching & Learning from New York University’s Steinhardt School of Culture, Education, and Human Development. He was a public elementary school teacher in New York City for six years prior to becoming a teacher educator. His areas of research interests include: Collective Achievement and the schooling experiences of African American males; teacher education; elementary education; literacy and technology integration; culturally responsive pedagogy; research and assessment. Dr. Hucks’ current research examines the relationship between reading and writing at the college level. His research has resulted in several publications in referred journals, book chapters, and conference proceedings.

Indices

  • ERIC – Education Resources Information Center
  • SCOPUSSCOPUS