Preparing faculty for technology dependency in the post-COVID-19 era / [edited by] Papia Bawa.

Format:

Book

Contributor:

Bawa, Papia, 1961- editor.

Series:

Premier reference source.

Advances in Educational Technologies and Instructional Design.

Advances in Educational Technologies and Instructional design (AETID) Book Series

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Blended learning.

Computer-assisted instruction.

Flipped classrooms.

Distance education.

Curriculum planning--Education.

Curriculum planning.

Educational technology.

Physical Description:

1 online resource (xxii, 283 pages) : illustrations (some color), charts.

Place of Publication:

Hershey, Pennsylvania : IGI Global, [2022]

Summary:

To cope with the pandemic, many educational institutions in the United States have resorted to emergency remote teaching (ERT). Distance/online learning is a complex process in terms of the design, analysis, and time taken to develop and implement courses and programs. Having been around for decades, it has evolved and morphed into a multidimensional procedure that needs meticulous planning, evolution, and evaluation. It provides meaningful learning experiences to students who may not otherwise have the option to attend college. Students of distance/online courses and programs usually choose to join voluntarily, and designers of such programs purposefully plan for them to be online from the start. In contrast, ERT is an emergency/crisis-based need to move teaching and learning to alternative environments until the crisis is averted or ended. Preparing Faculty for Technology Dependency in the Post-COVID-19 Era is a comprehensive guide that focuses on preparing pre-service teachers, in-service teachers, and higher education faculty to harness technology dependence in an emergency remote teaching era by discussing current and post-pandemic preparedness. Covering a wide range of topics such as digital reality, teacher preparedness, and technology dependency, this book is crucial for educators, administrators, pre-service teachers, researchers, academicians, and students.

Contents:

Section 1. Techniques and tools to adapt for technology preparedness. Chapter 1. Are you there?: rethinking the cultural self in the digital reality for a sustainable learning environment ; Chapter 2. Remote university supervision of student teachers: lessons and recommendations ; Chapter 3. A paradigm for global student interactions through digital technologies in a post-COVID era ; Chapter 4. Hybrid and virtual educational simulation games (vESGs) for the remote learning era: design and implementation of the globaled vESG ; Chapter 5. Leveraging interdisciplinary collaboration to improve technology dependency and intercultural competencies

Section 2. Frameworks to adapt for technology preparedness. Chapter 6. A framework for discussion in a post-COVID world: supporting discussion in virtual learning spaces ; Chapter 7. A review of the coronavirus impact on higher education institutions and opportunity of information technology applications in collaborative work ; Chapter 8. Using technology to support culturally responsive practices in post-secondary settings ; Chapter 9. Transforming technology purpose and integration: crossing the technological chasm without falling in

Section 3. Concepts to adapt for technology preparedness. Chapter 10. "What is it like to suddenly shift from traditional face-to-face to exclusively online training?": narratives from global l2 teachers during the pandemic ; Chapter 11. Technology integration in the post-pandemic secondary classroom ; Chapter 12. The approach of academicians to distance education during COVID-19: challenges and expectations ; Chapter 13. The power of technology in K-12 education.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781799892373

OCLC:

1275431683