Research Perspectives and Best Practices in Educational Technology Integration

Research Perspectives and Best Practices in Educational Technology Integration

Jared Keengwe (University of North Dakota, USA)
Indexed In: SCOPUS View 2 More Indices
Release Date: February, 2013|Copyright: © 2013 |Pages: 378
ISBN13: 9781466629882|ISBN10: 1466629886|EISBN13: 9781466629899|DOI: 10.4018/978-1-4666-2988-2


With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach.

Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields.

Topics Covered

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

  • Academic Frameworks
  • Applications in Education
  • Global Learning Environments
  • Mobile Technologies in Education
  • Teacher Development with Educational Technologies
  • Ubiquitous Technologies

Reviews and Testimonials

Keengwe (education, U. of North Dakota) compiles 16 articles by education, technology, and other researchers working in the US, Saudi Arabia, Turkey, and Australia, who outline best practices in incorporating learning technologies into classroom instruction, for academics, professionals, and educational researchers. They discuss the integration of digital tools like social media, collaboratively written online documents, webinars, clickers, simulation games, and web technologies; emerging technologies like Maple and screencasting to increase student engagement; the role of modeling technology integration by teachers in elementary teacher education courses; integrating technology in teacher education programs, visual arts education in K-12, and media literacy classes; the role of librarians in informatics to support classrooms; using educational technologies in developing countries like Saudi Arabia; technology use levels in higher education; incorporating educational computer games into upper-level education courses; the history of the online music degree at one college; the use of social media in higher education; the Technological Pedagogical Content Knowledge model; and privacy and identity management in social media.

– Annotation ©2013 Book News Inc. Portland, OR

Offering case studies of technology integration at all levels of the educational process, from early childhood through higher education, the work focuses on teacher education programs, along with media literacy, librarian’s roles, student engagement, and social media. This work will help educators of future educators as well as current educators to integrate technology into their curriculum and classrooms. References and key terms with definitions in each chapter assist in understanding the materials and finding additional resources. Lacking in this volume is a comprehensive list of key terms and definitions.

– 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 at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. 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). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. 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. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.