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9781475809275

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Although generally recognized as experts in their field of study, many college professors have little to no background in educational theory. At the same time, they frequently find themselves desperately trying to keep up with new technology and its educational applications. This book aims to address both of these fundamental, yet sometimes neglected, aspects of higher education teaching...[The] text is clearly intended for college and university faculty. That said, many high school teachers may find the merging of learning theory with technology standards to be extremely useful...This is a useful text for any teacher of young adults wanting to improve their use of technology while remaining true to sound pedagogical principles. VOYA If your school is in the process of transitioning to online learning, Integrating Pedagogy and Technology may be the only book you need - it certainly should be one of the first you read. Bernauer and Tomei's work is brimming with very useful information for schools in transition...Another strength of this book is its applicability to various kinds of learners and institutional contexts. This material is valuable whether you are teaching undergraduates, graduate students, or other adult learners. Your field does not matter; this is not one of those texts where everything must be translated in order to be useful to theological or religious-studies faculty. Reflective teachers and institutional administrators concerned about how to develop faculty competencies will both find appropriate and important resources here...This book can be used to assist entire departments in training faculty, generating conversation about the pedagogical sophistication necessary to use technology well, and balancing technological and pedagogical considerations while transitioning to online learning. Reflective Teaching [T]his book may provide a structure for discussions about theories and concepts of teaching and learning with technology that could result in improved teaching practice. Tech Trends This book and the Integrated Readiness Matrix (IRM) fills a critical need by providing faculty with a tool to incrementally improve their teaching skills based on their own confidential self-assessment. It also begins a discussion regarding how universities can effectively support these individual efforts. -- Gregory G. Dell'Omo, Ph.D, President, Robert Morris University Bernauer and Tomei have taken teaching and learning to the next logical level with the creation of their Integrated Readiness Matrix (IRM). With the IRM as their guide, faculty will be better able to incorporate technology effectively into their instruction from a coherent and integrated theoretical foundation benefitting them and their students. -- Ronald J. Chenail, Associate Provost for Applied Disciplinary Studies, Acting Dean, School of Education, Nova Southeastern University

This book and the Integrated Readiness Matrix (IRM) fills a critical need by providing faculty with a tool to incrementally improve their teaching skills based on their own confidential self-assessment. It also begins a discussion regarding how universities can effectively support these individual efforts. -- Gregory G. Dell'Omo, Ph.D, President, Robert Morris University Bernauer and Tomei have taken teaching and learning to the next logical level with the creation of their Integrated Readiness Matrix (IRM). With the IRM as their guide, faculty will be better able to incorporate technology effectively into their instruction from a coherent and integrated theoretical foundation benefitting them and their students. -- Ronald J. Chenail, Associate Provost for Applied Disciplinary Studies, Acting Dean, School of Education, Nova Southeastern University

Author Information

James A. Bernauer is associate professor of Education at Robert Morris University, Pittsburgh, PA. Lawrence A. Tomei, EdD, is Vice Provost for Academic Affairs, Office of the Provost and professor of Education at Robert Morris University, Pittsburgh, PA.

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