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Introduction
The use of information and communication technologies (ICTs) in education has revolutionized learning. ICTs are found in all aspects of life in developed countries. However, they are also becoming increasingly used in the developing world. Students have spent their lives surrounded by and using computers, videogames, digital music players, cell phones and tools of the digital age; in other words they are digital natives, who are naturally skilled at using new and emerging technologies. Still, this does not mean that our students are able to apply them freely in their learning. Therefore, students of today at the tertiary level, at the very least, need to be aware of the potential effectiveness of these new technologies and their use in learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The literature on ICTs and language learning and teaching warns us that the use of technology needs informing by pedagogy rather than simply being technology-driven. This means that ICTs should be part of a comprehensive pedagogical framework. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have the access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education. This is because times have changed, teachers have evolved, and we now have a new breed of ICTs and this would suggest, therefore, that the methods and assessment need updating to take account of developments in ICTs, which requires support and designed taking students’ interests and choices into consideration to encourage them to take more control of their learning. The benefits for learning are increasingly being demonstrated and teachers’ roles in the information age ought to be both expanding and changing to embrace these changes. This leads to a need for an edited collection of original studies in this area.
Objective of the Book
This book will aim to provide relevant theoretical frameworks and the latest empirical research findings in the area. It will be written for professionals, teachers and researchers who want to improve their understanding of ICT-based assessments, methods, and programs in tertiary education.
Target Audience
The target audience of this book will be composed of professionals and researchers who incorporate ICT into various disciplines in tertiary education. Moreover, the book will provide insights and support executives and stakeholders concerned with ICT innovation, computer or technology assisted learning, instructional design, educational policy, course management, educational theory and practice, and curriculum design in different fields of tertiary education.
Recommended topics include, but are not limited to, the following:
• ICT innovation in tertiary education
• Online course design
• Online curriculum design
• Task-based learning in technology-enhanced environments
• Project-based learning in technology-enhanced environments
• Online social learning networks
• Motivation in language learning in technology-enhanced environments
• Autonomy in language learning in technology-enhanced environments
• Assessing language learning in technology-enhanced environments
• Assessing the use of ICTs for language learning
• Learning and teaching methods used in technology-enhanced environments
• The effectiveness or efficiency of technologies in education
• Perception of digital influence on learning environments
• The assessment of learning strategies in technology-enhanced environments
• Learning strategies in technology-enhanced environments
• Theoretical and practical innovative approaches in technology-enhanced environments
• Challenges of ICTs in technology-enhanced environments
• E-Learning and new innovations
• Emerging technologies
• Evaluation of ICTs in technology-enhanced environments
• Innovations in learning technologies
• The use of technologies in innovative and exciting ways, and its benefits and drawbacks
Submission Procedure
Researchers and practitioners are invited to submit on or before July 22, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified after the deadline about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 20, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, ICT-Based Assessment, Methods, and Programs in Tertiary Education. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.
Important Dates
July 22, 2019: Last Call for Proposals (if needed)
September 20, 2019: Full Chapter Submission
November 4, 2019: Review Results Returned December 30, 2019: Final Acceptance Notification
January 13, 2020: Final Chapter Submission
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