Mehdi Khosrow-Pour D.B.A - Handbook of Research on Modern Educational Technologies, Applications, and Management

Handbook of Research on Modern Educational Technologies, Applications, and Management

• Mehdi Khosrow-Pour D.B.A.
  Information Resources Management Association, USA

Published in the United States of America by IGI Global (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com/reference

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Library of Congress Cataloging-in-Publication Data

Names: Khosrow-Pour, Mehdi, 1951- editor.
Title: Handbook of Research on Modern Educational Technologies,
Applications, and Management / Mehdi Khosrow-Pour, D.B.A., editor.
Description: Hershey, PA : Information Science Reference, 2020. | Includes
bibliographical references and index. | Summary: "This book provides
cutting-edge, multidisciplinary research and expert insights on
advancing technologies used in educational settings as well as current
strategies for administrative and leadership roles in education.
Covering a wide range of topics including but not limited to community
engagement, educational games, data management, and mobile learning,
this publication provides insights into technological advancements with
educational applications and examines forthcoming implementation
strategies"-- Provided by publisher.
Identifiers: LCCN 2020000279 (print) | LCCN 2020000280 (ebook) | ISBN
9781799834762 (hardcover) | ISBN 9781799834779 (ebook)
Subjects: LCSH: Educational technology. | Education--Effect of
technological innovations on.
Classification: LCC LB1028.3 .E6325 2020 (print) | LCC LB1028.3 (ebook) |
DDC 371.33--dc23
LC record available at https://lccn.loc.gov/2020000279
LC ebook record available at https://lccn.loc.gov/2020000280

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

This book is dedicated to the memory of my late father for the love and care that he always displayed for his family, and for teaching me the importance of humanitarianism. Also, to my beautiful wife, Olga, and our handsome sons, Darius and Cyrus, for filling my life with so much love, joy, and happiness.

Editorial Advisory Board

Gilad Ariely, Lauder School of Government, Diplomacy, and Strategy, IDC Herzliya, Israel

Md. Zahir Uddin Arif, Jagannath University, India

Sergey Balandin, FRUCT Oy, Finland

Carlos Ballesteros, Universidad Pontificia Comillas, Spain

William Bart, University of Minnesota, USA

Siddhartha Bhattacharyya, RCC Institute of Information Technology, Kolkata, India

Michael A. Brown Sr., Florida Institute of Technology, USA

Isabell Carolina Camillo, Goodman School of Business, Brock University, St. Catharines, Canada

Zhiyuan Chen, University of Maryland, Baltimore County, USA

Linda Daniela, University of Latvia, Latvia

Shirley M. Fedorovich, Embry-Riddle Aeronautical University, USA

Francisco Jos Garca-Pealvo, University of Salamanca, Spain

Babu George, Fort Hays State University, USA

Vicente Gonzlez-Prida, University of Seville, Spain & UNED, Spain

Maki K. Habib, American University of Cairo, Egypt

Shalin Hai-Jew, Kansas State University, USA

Telmo Antonio Henriques, ISCTE, University Institute of Lisbon, Portugal

Wen-Chen Hu, University of North Dakota, USA

Danius Jacek Jakobczak, Koszalin University of Technology, Poland

Kai Jakobs, RWTH Aachen University, Germany

George Leal Jamil, Informaes em Rede Consultoria e Treinamento, Brazil

Murray E. Jennex, San Diego State University, USA

Hans Ruediger Kaufmann, University of Applied Management Studies Mannheim, Germany & University of Nicosia, Cyprus

Dimitry Korzun, Petrozavodsk State University, Russia

Rocci Luppicini, University of Ottawa, Canada

Kathryn MacCullum, Eastern Institute of Technology, New Zealand

Minna M. Mattila, Embry-Riddle Aeronautical University, USA

Elspeth McKay, RMIT University, Australia

Ionica Oncioiu, Titu Maiorescu, Romania

Patricia Ordonez de Pablos, University of Oviedo, Spain

Drew Polly, University of North Carolina at Charlotte, USA

Barre Vijaya Prasad, All India Institute of Medical Sciences (AIIMS), India

Hayo Reinders, King Mongkut's University of Technology Thonburi, Thailand

James Allen Rodger, Indiana University of Pennsylvania, USA

Joao M. F. Rodrigues, University of Algarve, Portugal

Manuel Pedro Rodrguez Bolvar, University of Granada, Spain

Aleksandra Rosiek-Kryszewska, Nicolaus Copernicus University in Toru, Poland & Collegium Medicum in Bydgoszcz, Poland

Neil Rowe, Naval Postgraduate School, USA

Fjodor Ruzic, HR Open, Croatia

Ari Sigal, Catawba Valley Community College, USA

Emily Stacey, Rose State College, USA

Sang-Bing Tsai, University of Electronic Science and Technology of China, China & Zhongshan Institute, China & Civil Aviation University of China, China & School of Business, Wuyi University, China

Anna Ursyn, University of Northern Colorado, USA

Chelsea C. White, Georgia Institute of Technology, USA

Recep Yilmaz, Ondokuz Mays niversitesi, Turkey

Ali Hussain Saleh Zolait, University of Bahrain, Bahrain

• Mehdi Khosrow-Pour, D.B.A.
  Editor-in-Chief
  Handbook of Research on Modern Educational Technologies, Applications, and Management

As technology continues to transform industries all over the world, there has been much debate regarding its integration in education. While many educators advocate for its use to promote engagement and knowledge retention, others see it as a hindrance and distraction. Challenges to its implementation and effective integration into courses, as well as instructor reluctance or resistance to its use, has incited problems and slowed its progression. In 2020, it became more and more evident that online learning is paramount to not only inclusive education, but for the continuance of learning during global crises. When the COVID-19 pandemic spread across the world, education was disrupted at every level. Kitchens became classrooms, parents became teacher aides, and instructional methods had to get creative. Higher education instructors were challenged to spur meaningful discussions through virtual classrooms, while K-12 teachers were forced to produce and execute lesson plans meant for in-classroom delivery in an online format. This unprecedented event showcased the problems still apparent in online learning, revealing struggles from testing and assessment to accessibility issues for students with disabilities. More importantly, it revealed the necessity and permanence of educational technologies and the challenges educational leaders and administrators face now, and in the years to come.