Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom

Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom

Lawrence A. Tomei, David D. Carbonara
Release Date: July, 2019|Copyright: © 2020 |Pages: 426
DOI: 10.4018/978-1-7998-0238-9
ISBN13: 9781799802389|ISBN10: 1799802388|EISBN13: 9781799802402
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Description & Coverage
Description:

Due to advancing technologies and an evolving professional world, various strategies for preparing and engaging students are necessary for sufficient professional development. Methods that integrate technologies and skillsets related to technologies are becoming more prevalent and essential for success beyond the classroom.

The Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom is an essential research publication that explores diverse teaching strategies and their applications to enhance and improve the design of curricula, the development of materials, and the assessment of students’ knowledge and skills. Featuring a wide range of topics such as distance learning, social media, and management education, this book is ideal for educators, principals, academicians, curriculum designers, administrators, and researchers.

Coverage:

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

  • Cloud Computing
  • Distance Learning
  • E-Textbooks
  • Higher Education
  • K-12 Education
  • Learning Outcomes
  • Library Science
  • Management Education
  • Social Media
  • Student Engagement
  • Technology Adoption
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Editor/Author Biographies
Lawrence A. Tomei is a recently retired Professor of Education at Robert Morris University in Pittsburgh PA. Born in Akron, Ohio, he earned a BSBA from the University of Akron (1972) and a Masters of Public Administration and Masters of Education at the University of Oklahoma (1975, 1978). He completed his EdD from USC (1983). Dr. Tomei entered the US Air Force in Fall 1972 and served on active duty until his retirement as a Lieutenant Colonel in 1994. He entered higher education as the Director of Administrative Technology at Duquesne University (1994-1998) and joined its School of Education full-time faculty as Instructional Technology Program Director, providing undergraduate, masters, and doctor programs (1998-2004). Some of his books on instructional technology include: Teaching Digitally: Integrating Technology Into the Classroom (2001), Technology Facade (2002), Taxonomy for the Technology Domain (2005), Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education Faculty (2015), Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix (2016), and Diverse Teaching Strategies for the Technology-Rich Classroom (2019).
David D. Carbonara who is now retired, was a Clinical Assistant Professor of Education and Director of the Program in Instructional Technology at Duquesne University, Pittsburgh, PA. He earned his doctoral degree in Science Education with a minor in Educational Research and Methodology from the University of Pittsburgh. He taught undergraduate, graduate, and doctoral courses in instructional technology. His recent research agenda includes instructional technology for pre-service teachers, management of instructional technology for technology coaches, and leadership strategies for instructional technology leaders. He is leading the development of robotics in online curriculum. He has authored over 65 peer-reviewed papers for publication and presentation at national and international conferences. His first edited book, Technology Literacy in Learning Environments continues to sell well and is located in research libraries. He collaborated with Dr. Lawrence Tomei on Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom (2020) and with Ashley Hodge on Video Use in Teacher Education: Transition from a Teaching Tool to an Assessment Tool (2015). An earlier work, K-20 Learning along a Novice to Expert Continuum in Online Learning Environments (2013) showed the development of a person’s instructional technology knowledge and practice.
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