In the aftermath of the 2020-2022 pandemic, educators find themselves grappling with the decision to revert to traditional instructional methods or embrace the transformative power of 21st-century technologies. The swift integration of virtual classrooms, videoconferencing, and social media during the pandemic has left teachers navigating uncharted territory. Many, who once vehemently resisted technology, now stand on the precipice of a digital revolution in education. This dichotomy poses a pressing problem: a dearth of documented research and guidance for educators seeking to measure the true value of these technologies in the post-pandemic era. Exploring Technology-Infused Education in the Post-Pandemic Era , offers guidance and solutions to the challenges faced by educators. As teachers stand on the brink of a pivotal decision, the research community lags behind in providing the necessary insights to inform their choices. The questions loom large: What technologies emerged during the pandemic, and have they proven effective in the classroom? Can these innovations seamlessly coexist with traditional instructional methods? The void in documented research leaves educators in a quandary, lacking the evidence needed to make informed decisions about the integration of technology into their teaching practices. This critical gap impedes progress and hinders the unleashing of the full potential of 21st-century educational tools. Exploring Technology-Infused Education in the Post-Pandemic Era is a comprehensive resource that addresses the pressing need for documented research on the value of technologies introduced during the pandemic. Tailored for K-16 classroom teachers, it offers practical, real-world insights into seamlessly incorporating virtual classrooms, social media, videoconferencing, and other 21st-century technologies into everyday instructional content. A compelling bridge between tradition and innovation, this book empowers educators with the knowledge and tools they need to navigate the evolving landscape of education, ensuring a future where technology enhances, rather than hinders, the learning experience.
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: (2001), (2002), (2005), (2015), (2016), and (2019). David D. Carbonara is a teacher-scholar that investigates teacher and instructional technology innovator preparation and practice. His work centers on using instructional technology in online and on-ground learning environments especially in student-centered learning strategies.
