Description
The COVID-19 Pandemic transformed nearly every aspect of daily life across the globe in just a few short years. Thankfully, we’ve made it a long way from the days of no contact, social distancing, masks, and general isolation. Still, many aspects of this time have continued into the present. This is particularly true regarding education, which saw a massive overhaul during that period. Remote learning and technology infused education were a necessity then, and may prove to be an invaluable improvement as we go forward.
Instructional Technology Theory in the Post-Pandemic Era investigates the facets of incorporating technology and virtual spaces into education permanently. The experienced educators that compiled this book utilize their years of knowledge to bring to light the intricacies of adapting virtual education laboratories for the foreseeable future. They examine student performance metrics, detail teacher development practices, consider the social aspects of tech-infused education, and explore the implementation of new pedagogies for best results. Covering topics such as companionship in distance education, pandemic teaching experiences, and professional and teacher development, this book is a valuable resource for educators, pre-service teachers, administrators, policymakers, academicians, researchers, and more.
Author's/Editor's Biography
David Carbonara (Ed.)
David D. Carbonara who is now retired, was a Clinical Assistant Professor of Education and Director of the Program in Instructional Technology at Duquesne University, Pittsburgh, PA. He earned his doctoral degree in Science Education with a minor in Educational Research and Methodology from the University of Pittsburgh. He taught undergraduate, graduate, and doctoral courses in instructional technology. His recent research agenda includes instructional technology for pre-service teachers, management of instructional technology for technology coaches, and leadership strategies for instructional technology leaders. He is leading the development of robotics in online curriculum. He has authored over 65 peer-reviewed papers for publication and presentation at national and international conferences. His first edited book,
Technology Literacy in Learning Environments continues to sell well and is located in research libraries. He collaborated with Dr. Lawrence Tomei on
Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom (2020) and with Ashley Hodge on
Video Use in Teacher Education: Transition from a Teaching Tool to an Assessment Tool (2015). An earlier work,
K-20 Learning along a Novice to Expert Continuum in Online Learning Environments (2013) showed the development of a person’s instructional technology knowledge and practice.
Lawrence Tomei (Ed.)
Lawrence A. Tomei is a recently retired Professor of Education at Robert Morris University in Pittsburgh PA. Born in Akron, Ohio, he earned a BSBA from the University of Akron (1972) and a Masters of Public Administration and Masters of Education at the University of Oklahoma (1975, 1978). He completed his EdD from USC (1983). Dr. Tomei entered the US Air Force in Fall 1972 and served on active duty until his retirement as a Lieutenant Colonel in 1994. He entered higher education as the Director of Administrative Technology at Duquesne University (1994-1998) and joined its School of Education full-time faculty as Instructional Technology Program Director, providing undergraduate, masters, and doctor programs (1998-2004). Some of his books on instructional technology include:
Teaching Digitally: Integrating Technology Into the Classroom (2001),
Technology Facade (2002),
Taxonomy for the Technology Domain (2005),
Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education Faculty (2015),
Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix (2016), and
Diverse Teaching Strategies for the Technology-Rich Classroom (2019).