Book by CEITR Researchers and Other Scholars to Receive the 2017 AECT James W. Brown Publication Award

Book by CEITR Researchers and Other Scholars to Receive the 2017 AECT James W. Brown Publication Award

On October 7, 2017, Drs. Sandra Nunn and Steven Watkins received notification via email that the book entitled “Culture, Learning, and Technology: Research and Practice” published by Routledge in 2017 has just been awarded the 2017 AECT James W. Brown Publication Award.  This award honors James W. Brown, past president of AECT, who established the award to recognize the author(s) of an outstanding publication in the field of educational technology.  Nominated books are designed for educators, trainers, designers and developers in a variety of settings including schools and universities, business and industry, online learning, media and technology administration, production centers and others.  According to AECT President Brad Hokanson, “This is an important publication for AECT.”  The award is scheduled to be presented to the editors and contributing authors at the upcoming AECT Convention in Jacksonville, Florida in November 2017. 

In addition, the book will be featured in a panel discussion at the 2017 AECT Convention on Thursday, November 9, 2017 from 4:45-5:45pm with a booksigning event from 5:30-6:30pm in the Grand Foyer on the second floor at the convention location.

The book featured two book chapters by five University of Phoenix researchers, as noted below. 

Chapter 9 features the research work of Drs. Sandra Nunn, Lequisha Brown-Joseph, and Michelle Susberry Hill.  Entitled “Foundational Theories of Social Media Tools and Cultural Competency: A Systematic Literature Review”, this chapter features a literature review that provides a comprehensive overview and analysis of 10 different theoretical constructs that support the integration of cultural competency with social media tools to help support users in education, business, and other situational contexts.  By establishing and using these theoretical constructs, educators, students, and practitioners can serve to improve the ability of users to communicate through social media to transcend cultural considerations, facilitate information exchange, and promote greater learning outcomes (Nunn, Brown-Joseph, & Susberry Hill, 2017).

Chapter 14 features the research work of Drs. Steven Watkins and Mansureh Kebritchi.  Entitled “How the Cultural Clash of Essentialism and Progressivism Shaped Technology Adoption: A Case Study of Culture, Learning, and Technology”, this chapter describes the cultural clash between essentialist and progressive educational theory.  In addition, this chapter examines the consequences for learning and technological adoption practices in the public education process in the United States.  This chapter addresses how technology adoption and usage in schools exists in a cultural context that people associated with the public educational process often overlook (Watkins & Kebritchi, 2017).

Details of the book can be found at the publisher’s website.  

Previews of the book can be found on Amazon via this link.  

References:

Nunn, S. G., Brown-Joseph, L., & Susberry Hill, M. (2017). Foundational theories of social media tools and cultural competency: A systematic literature review. In A. D. Benson, R. Joseph, & J. L. Moore (Eds.), Culture, learning and technology: Research and practice (pp. 127-150). New York, NY: Routledge.

Watkins, S., & Kebritchi, M. (2017). How the cultural clash of essentialism and progressivism shaped technology adoption: A case study of culture, learning, and technology. In A. D. Benson, R. Joseph, & J. L. Moore (Eds.), Culture, learning and technology: Research and practice (pp. 212-224). New York, NY: Routledge.