About the Book
As the global commitment to educational access has become enshrined in all levels of society, new technologies have also been developed that hold tremendous promise for enabling these goals. This book looks at trends and challenges for expanding access to post-secondary education via technology through a set of case studies and analyses.
Table of Contents:
Introduction: Education, ICT, and International Development; R.Clothey, S.Austin-Li & J.C.Weidman PART I: POLICY DEBATES ICT in Education Policies and National Development: Why the 'Twain' Should Meet (But Could Not); M.del Rosario Rich Media Technologies: Opportunities in Australian Higher Education; R.Smyth, T.Andrews, R.Caladine & J.Bordujenko Learning Center Based Community College Model with Separation of Education Infrastructures and Program Providers, Minghua Li PART II: CAPACITY BUILDING Innovative Learning Support for Teaching Large Classes, Charl Wolhuter, H.J.Steyn, E.Mentz & F.J.Potgieter Success Factors in the Implementation of eLearning in a UK Higher Education Institution or eLearning at the University of Portsmouth: the Case of One Faculty; T.Coverdale-Jones ICT Enabled Scalable Workshops for Engineering College Teachers in India; K.Kannan & K.Narayanan Taking Teacher Certification in Specialized Subjects Online: Lessons Learned from Preparing Special Education Teachers to Become Highly Qualified in Math; E.Clay & M.Miller PART III: REACHING UNDESERVED POPULATIONS The International Negotiation Modules Project: Using Simulation to Enhance Teaching and Learning Strategies in the Community College; R.Latiner Raby , J.P.Kaufman & G.Rabb Using ICT as a Vehicle for Non-Formal Learning and Women's Empowerment in Rural Tanzania; D.Ettling & M.Marquise Blended Learning for Female Empowerment: A UAE Case Study; R.Tamim Educational Accessibility for African Refugees: Challenges and Opportunities; S.Wa-Mbaleke
About the Author :
Trish Andrews is a Senior Lecturer in Higher Education (e-learning) in the academic unit in the Teaching and Educational Development Institute (TEDI) at the University of Queensland in Australia. Jason Bordujenko is the Videoconferencing Manager for the Australian Academic Research Network (AARNet). Richard Caladine is an Associate Professor and the Manager of Learning Facilities and Technologies at the University of Wollongong in Australia. Tricia Coverdale-Jones is a Principal Lecturer in the School of Languages and Area Studies, University of Portsmouth, UK. Mercedes del Rosario has an EdD in International Education Development with a concentration on International Education Policy and an EdM in International Education Development with concentration on Language, Literacy and Technology from Teachers College, Columbia University. Dorothy Ettling, a Professor in the doctoral program in the Dreeben School of Education at the University of the Incarnate Word, San Antonio, TX, USA, holds an MSW and an MA and PhD in Transpersonal Psychology from the Institute of Transpersonal Psychology in Palo Alto, CA. Kalpana Kannan is a Project Manager in the Department of Computer Science and Engineering, at the Indian Institute of Technology Bombay, Mumbai, India. She is also pursuing her doctorate in the Department of Humanities and Social Sciences at the same institute. Joyce P. Kaufman is Professor of Political Science and Director of the Center for Engagementwith Communities at Whittier College in the United States. Minghua Li is a professor at School of Public Administration, East China Normal University. He earned both his master degree in economics and a PhD in Economics of Education from Stanford. Maria Eliza Marquise is a Doctoral Student pursuing a degree in Higher Education at the University of the Incarnate Word in San Antonio, Texas. Elsa Mentz is a Professor in Computer Science Education and project leader of self-directed learning research group in the Faculty of Education Sciences at North-West University in South Africa. Michel L. Miller is Assistant Professor in Drexel University's Goodwin College School of Education in the United States, and the Director of Drexel's Special Education Programs. She has over 20 years of experience in the field of special education. Krishnan Narayanan obtained his PhD in Economics from the Delhi School of Economics, Delhi, India, and carried out Post-doctoral research at Institute of Advanced Studies United Nations University, Tokyo, Japan during 2000-2001. Ferdinand Potgieter studied at the University of Pretoria and University of South Africa. His doctorate was awarded in History of Education at the University of South Africa. Gregory P. Rabb is Associate Professor of Political Science and Coordinator of Global Education at Jamestown Community College in the United States the first community college in the State University of New York (SUNY) system. Rosalind Latiner Raby is a Senior Lecturer at California State University, Northridge, California, in the Educational Leadership and Policy Studies Department of the College of Education. Robyn Smyth is a Senior Lecturer and Academic Developer for the Joint Medical Program working from the University of New England, Armidale, NSW, Australia. Hennie Steyn was appointed in 1976 as Lecturer at the Potchefstroom University in South Africa after serving three years as Teacher, and has served, since 1997, as Professor in Comparative Education. Rana Tamim is an Assistant Professor at the College of Education at Zayed University, in the United Arab Emirates. Safary Wa-Mbaleka is an Associate Faculty at the University of Phoenix Online, in the curriculum and instruction doctoral program, where he has been teaching for the past three years. Charl Wolhuter studied at the University of Johannesburg, University of Pretoria, University of South Africa, and University of Stellenbosch.
Review :
'Information and communications technology is making an impact in higher education around the world today. It is no longer hidden, ignored, suppressed, or an afterthought. This book transports us from decades of hopeful claims about ICT in empowering the disenfranchised to a series of extraordinary projects that offer real-world evidence that such change is no longer a possibility but a reality. It enlivens classes, enriches communities, and energizes entire countries.' - Curtis J. Bonk, Professor of Instructional Systems Technology, School of Education, Indiana University
"This work is a valuable compendium of insights, focusing on timely issues that are critical for us to understand more deeply. With the cutting-edge tools and creative approaches advocated by the contributors to this volume, we can meet the myriad educational challenges that will surely confront us." - Mike Scheuermann, Associate Vice President for Instructional Technology Support and executive director of the Online Learning Council, Drexel University "The ubiquity of technology is not leading to a paradigm shift in education - the shift has already occurred. This must-read book provides effective and replicable practices for optimizing distance education to increase accessibility, educational attainment, and socio-economic mobility for 'today's' global next-generation learners!"
- Kristen Betts, director of Online Learning, Armstrong Atlantic Statue University
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