Literacy Enrichment and Technology Integration in Pre-Service Teacher Education
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Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

Jared Keengwe, Grace Onchwari, Darrell Hucks
Indexed In: SCOPUS View 2 More Indices
Release Date: December, 2013|Copyright: © 2014 |Pages: 335
DOI: 10.4018/978-1-4666-4924-8
ISBN13: 9781466649248|ISBN10: 1466649240|EISBN13: 9781466649255
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Description & Coverage
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.

Coverage:

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 & Statements

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
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Editor/Author Biographies
Jared Sagini Keengwe is a Professor of Education at the University of North Dakota (UND). He has published extensively in refereed journals and scholarly books. He 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). His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Sagini was a recipient of the International Institute of Education Fellowship under the Carnegie African Diaspora Fellowship Program (CADFP) – a scholar fellowship program funded by a grant from Carnegie Corporation of New York (CCNY) for educational projects at African higher education institutions. He was also a recipient of the Council for the Development of Social Science Research in Africa (CODESRIA) Visiting Fellowship.
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 an Associate Professor of Elementary Education at Keene State College. He received his Ph.D. in Teaching & Learning from New York University. His research interests are in the reading, thinking, and writing experiences of first-year students during linked-courses their first-year in college and in the literacy beliefs and knowledge development of pre-service teachers in teacher education programs. He is also interested in the schooling experiences of Black and Latino males, collective achievement, teacher education, culturally responsive pedagogy, college student retention and development, and literacy enrichment and technology integration. He is also the author of New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males. He is also one of the editors of Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, published by IGI Global. He was a New York City public school teacher for several years at the Ella Baker School.
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