With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines.
Dr. Sagini Jared Keengwe is a teacher educator affiliated with the College of Education and Human Development at the University of North Dakota, USA. His research is grounded on the constructivist pedagogy and the actual integration of educational technology tools and applications into teaching and learning to enhance active and meaningful student learning. Dr. Keengwe serves on the editorial review board of numerous national/international refereed journals and has authored or co-authored more than 70 peer-reviewed publications in scholarly book chapters and refereed journal articles. He is the co-editor of eight scholarly reference volumes:
Cross-Cultural Online Learning in Higher Education and Corporate Training (2014);
Promoting Active Learning through the Flipped Classroom Model (2014);
Cross-Cultural Considerations in the Education of Young Immigrant Learners (2014);
Literacy Enrichment and Technology Integration in Pre-Service Teacher Education (2014);
Virtual Mentoring for Teachers: Online Professional Development Practicess (2013); and
Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes (2010). He is also the editor of two scholarly books that were simultaneously released in February 2013:
Pedagogical Applications and Social Effects of Mobile Technology Integration and
Research Perspectives and Best Practices in Educational Technology Integration.
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwaris academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled Cross-Cultural Considerations in the Education of Young Immigrant Learners.
Dr. Darrell Hucks is currently an Assistant Professor of Elementary Education in the Education Department at Keene State College, USA. He received his Ph.D. in Teaching & Learning from New York Universitys Steinhardt School of Culture, Education, and Human Development. He was a public elementary school teacher in New York City for six years prior to becoming a teacher educator. His areas of research interests include: Collective Achievement and the schooling experiences of African American males; teacher education; elementary education; literacy and technology integration; culturally responsive pedagogy; research and assessment. Dr. Hucks current research examines the relationship between reading and writing at the college level. His research has resulted in several publications in referred journals, book chapters, and conference proceedings.
