Promoting Global Literacy Skills through Technology-Infused Teaching and Learning

Promoting Global Literacy Skills through Technology-Infused Teaching and Learning

Jared Keengwe (University of North Dakota, USA), Justus G. Mbae (Catholic University of Eastern Africa, Kenya) and Simon K. Ngigi (Catholic University of Eastern Africa, Kenya)
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2014|Copyright: © 2015 |Pages: 325
ISBN13: 9781466663473|ISBN10: 1466663472|EISBN13: 9781466663480|DOI: 10.4018/978-1-4666-6347-3

Description

The increasing internationalization of today’s classrooms calls for learning institutions to prepare students for success in an interdependent and technologically-advanced world. Faculty who are competent in multiple 21st century skills are best equipped to engage students in curricula that are relevant, transformative, and engaging across content areas and cultures.

Promoting Global Literacy Skills through Technology-Infused Teaching and Learning examines the function and role of globalization in 21st century teaching and learning, especially in light of technology integration and the need to prepare and empower global educators and global citizens respectively. Covering topics that range from social networking in linguistics to software used in engineering curricula, this premier reference work will be relevant to academicians, researchers, students, librarians, practitioners, professionals, and engineers.

Topics Covered

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

  • 21st Century Learning Experiences
  • Cross Cultural Teaching
  • Global Citizenship
  • Intercultural Competencies
  • Multicultural Teacher Preparation
  • Technology-Enabled Active Learning
  • The Global Classroom

Reviews and Testimonials

Contributed by education and other researchers from the US and Asia, the 16 articles in this collection consider the role and function of global literacy in teaching and learning, particularly in light of technology integration and the need to prepare global educators and citizens. They address the use of technology to support global literacy through linguistic and intercultural competencies and using social networks and Google Earth; technology-enabled active learning in an undergraduate anthropology program and more.

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

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.
Justus Mbae is an Associate Professor of Education at The Catholic University of Eastern Africa. Dr. Mbae studied philosophy at the National and Kapodistrian Univetsity, Athens Greece. He teaches Philosophy of Education, Ethics, and Critical Thinking both at the undergraduate and graduate levels. Dr. Mbae has published in the area of moral education and epistemology. His current research interests are in transformational leadership and moral education as well as active learning in teaching and learning. He also enjoys public and motivational speaking.
Simon K. Ngigi is the Dean of Faculty of Education at the Catholic University of Eastern Africa where he also received his Ph.D. in Educational research and Evaluation. He teaches Educational research methods, educational statistics, measurement and evaluation of educational projects and programs both at undergraduate and graduate levels. Dr. Ngigi’s primary research interests include: active learning, assessment of learning outcomes, e-learning, adolescent sexuality, HIV and AIDs, among other interdisciplinary educational research issues.

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