As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling.
Terry T. Kidd received his doctoral education training from the Texas A&M University and has previous graduate training in information systems, human resources development, and instructional technology. Kidd has presented at international conferences on designing technology rich learning environments, technology adoption and diffusion, and issues dealing with faculty and staff development within organizational contexts. His research interests include e-learning and information and communication technology innovation and diffusion within an educational and community context to support teaching, learning, and human capital development as well as how the social and cultural experiences of race, gender, class, and power shapes one's ability to adopt e-learning and information and communication technology. Kidd is an experienced educator, consultant, and researcher in the field. He is the editor of the Handbook of Research on Instructional Systems Technology; the Handbook of Research on Technology Project Management, Planning, and Operations; Social Information Technology: Connecting Society and Cultural Issues; and Wired for Learning: An Educators Guide to Web 2.0.
Jared Keengwe holds a Bachelors degree in English Education from Moi University, Kenya, a Master of Science (Communications) and a PhD in Curriculum and Instruction (Educational Technology) from Indiana State University (Indiana, USA). Dr. Keengwe s primary research interests and writings are focused on computer technology integration in education, constructivist approach to teaching and learning, empowering students and affirming diversity in schools , and technology leadership for preservice teachers. His published writings have explored issues such as, technology training and leadership, computer tools and meaningful learning, teacher professional development, diversity training, and learner-centered pedagogies. His scholarly work has appeared in multiple refereed journals including: Association for the Advancement of Computing in Education (AACE) Journal; Journal of Science Education and Technology (JOST), Journal of Information Technology Education (JITE); Journal of Information Technology Management (JITM); and Early Childhood Education (ECE) Journal.
