Technology Integration in Higher Education: Social and Organizational Aspects

Technology Integration in Higher Education: Social and Organizational Aspects

Daniel W. Surry (University of South Alabama, USA), Robert M. Gray Jr. (University of South Alabama, USA) and James R. Stefurak (University of South Alabama, USA)
Release Date: December, 2010|Copyright: © 2011 |Pages: 428
DOI: 10.4018/978-1-60960-147-8
ISBN13: 9781609601478|ISBN10: 1609601475|EISBN13: 9781609601492
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Description & Coverage
Description:

As technology expands and becomes more powerful and pervasive, there is growing discussion of the innovative ways that technology can be used. While it is obviously important to consider the technical aspects of any new technology, there is a critical need for more discussion related to the social and organizational aspects of technology in higher education.

Technology Integration in Higher Education: Social and Organizational Aspects provides a sound overview of the ways that technology influences the human and organizational aspects of higher education. Aimed at researchers and professionals working in higher education, this text explores how technology is changing the relationship between faculty and students, higher education experience, and the role of colleges and universities within society as a whole.

Coverage:

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

  • Assistive Technology in Higher Education
  • Becoming a Successful Online Instructor
  • Educational Technology in the Medical Industry
  • Enterprise Resource Planning Systems in Higher Education
  • Impact of Web 2.0 on Higher Education
  • Legal Issues in the Use of Technology in Higher Education
  • Mobile Computing in Higher Education
  • Standards of Quality in Online Learning
  • Supporting Technology Integration in Higher Education
  • Technology Transfer
Reviews and Testimonials

It is against the background of this dual nature of technology in higher education that this book becomes significant. It contributes to improved pedagogy for deeper learning, as well as increased efficiency for improved performance.

– Johannes Cronjé, Cape Peninsula University of Technology, South Africa
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Editor/Author Biographies
Daniel W. Surry is a Professor in the College of Education at the University of South Alabama. He teaches courses in instructional design, performance improvement, and training systems. He has also taught at the University of Southern Mississippi and the University of Alabama and served as Instructional Technologist at California State University, Fresno. He holds a Doctor of Education in Instructional Technology from the University of Georgia, a Master’s of Science in Instructional Design from the University of South Alabama, and Bachelor’s of Arts in Mass Communication from the University of Alabama. His research interests focus on the impact of innovation within organizations, especially in higher education.
Robert M. Gray, Jr. is Director of the Program for the Enhancement of Teaching and Learning at the University of South Alabama. He holds a Ph.D. in Instructional Technology from the University of Alabama and completed his bachelors and masters in English at the University of Alabama and his doctoral coursework in English at Michigan State University. He has taught at the University of Alabama, Michigan State, Troy State, and South Alabama. His research interests include interaction in online instruction, dialogism in teaching and learning, the role of the self in research methodology, and the democratization of education. He has published in the SAGE Handbook of Mixed Methods in Social & Behavioral Research and New Directions for Teaching and Learning, and has presented at several national and international conferences. He has published two books of poetry, I Wish That I Were Langston Hughes and DREW: Poems from Blue Water.
James “Tres” Stefurak is an Assistant Professor in the College of Education at the University of South Alabama. At USA he teaches courses in the Community Counseling M.S. program (for which he serves as the Practicum/Internship Coordinator), the Combined-Integrated Clinical/Counseling Psychology Ph.D. program and the Psychiatry Residency program. He coordinates an active research and clinical service project with a local juvenile court - the Mobile Juvenile Court Collaborative, and has additional research interests in web-based social networking in the training and lifelong development of mental health professionals particularly in terms of the dissemination of evidence-based practice and practiced-based evidence. He also actively researches and publishes in the field of psychology of religion/spirituality. He has previously taught psychology and served as Director of Clinical Training for the M.S. program in Applied Psychology at Auburn University Montgomery. He received his Ph.D. in Counseling Psychology, M.Ed. in Community Counseling, and B.A. in Psychology from the University of Georgia.
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Editorial Review Board
Michael Barrington, Salinas Technologies, USA
Kevin Clark, George Mason University, USA
Ron Costello, Pennsylvania State University - Abington, USA
Michael M. Grant, University of Memphis, USA
Terrance Harrington, University of Alabama at Birmingham, USA
Charles B. Hodges, Georgia Southern University, USA
M. Rini Hughes, Pratt Institute, USA
Kathleen W. Ingram, Jacksonville University, USA
R. Burke Johnson, University of South Alabama, USA
John Nworie, Independent Researcher and Consultant, USA
Theresa A. Ochoa, Indiana University, USA
Felix Kayode Olakulehin, National Open University of Nigeria, Nigeria
Michele A. Parker, University of North Carolina Wilmington, USA
Thomas C. Reeves, University of Georgia, USA
Alastair Smart, University of the Free State, South Africa
David Edwin Stone, Southern Polytechnic State University, USA
Teggin Summers, Virginia Polytechnic Institute and State University, USA
C. Edward Watson, Virginia Polytechnic Institute and State University, USA
Ellen Wilson, University of South Alabama, USA