Exploring Technology-Infused Education in the Post-Pandemic Era - Couverture rigide

9798369328859: Exploring Technology-Infused Education in the Post-Pandemic Era

Couverture rigide

ISBN 13 : 9798369328859

Editeur : IGI Global, 2024

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In the aftermath of the 2020-2022 pandemic, educators find themselves grappling with the decision to revert to traditional instructional methods or embrace the transformative power of 21st-century technologies. The swift integration of virtual classrooms, videoconferencing, and social media during the pandemic has left teachers navigating uncharted territory. Many, who once vehemently resisted technology, now stand on the precipice of a digital revolution in education. This dichotomy poses a pressing problem: a dearth of documented research and guidance for educators seeking to measure the true value of these technologies in the post-pandemic era. Exploring Technology-Infused Education in the Post-Pandemic Era, offers guidance and solutions to the challenges faced by educators. As teachers stand on the brink of a pivotal decision, the research community lags behind in providing the necessary insights to inform their choices. The questions loom large: What technologies emerged during the pandemic, and have they proven effective in the classroom? Can these innovations seamlessly coexist with traditional instructional methods? The void in documented research leaves educators in a quandary, lacking the evidence needed to make informed decisions about the integration of technology into their teaching practices. This critical gap impedes progress and hinders the unleashing of the full potential of 21st-century educational tools.

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� propos de l?auteur

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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