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The Center for Educational and Instructional Technology Research (CEITR) at the University of Phoenix School of Advanced Studies is pleased to announce that five of its researchers were recently featured in a new book about culture, learning, and technology published by Routledge in March 2017. The book entitled “Culture, Learning, and Technology: Research and Practice” addresses different topics related to how culture, learning, and technology influence education at all levels. Edited by Angela D. Benson, Roberto Joseph, and Joi L. Moore, the book features 14 chapters and over 240 pages featuring 27 researchers and scholars from the United States and abroad. Each of the 14 chapters discusses unique aspects of the influences of culture, learning, and technology relative to pedagogical education and higher education processes.
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).
According to the lead editor, Angela Benson, the book will be featured at a special book signing event at the AECT Conference in Jacksonville, Florida in mid-November 2017 where contributing authors will be available to sign copies of the book for AECT conference attendees. Details of this event will be provided later.
Details of the book can be found at the publisher’s website located at: https://www.routledge.com/Culture-Learning-and-Technology-Research-and-Practice/Benson-Joseph-Moore/p/book/9781138928534
Previews of the book can be found on Amazon via the following link: https://www.amazon.com/Culture-Learning-Technology-Research-Practice/dp/1138928534/ref=sr_1_1?ie=UTF8&qid=1490378417&sr=8-1&keywords=culture+learning+and+technology
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.