Our increasingly globalized world is driven by shared knowledge, and nowhere is that knowledge more important than in education. Now more than ever, there is a demand for technology that will assist in the spread of knowledge through customized, self-paced, and on-demand learning. The Handbook of Research on Innovative Technology Integration in Higher Education provides an international perspective on the need for information and communication technology in education and training. Highlighting the use of technology in both formal and informal learning, this book is an essential reference for academics, corporate leaders, government agencies, profit and non-profit organizations, policymakers, or anyone interested in the use of technology to educate and share information. "The Handbook of Research on Innovative Technology Integration in Higher Education: provides an international perspective on the need for information and communication technology in education and training. Highlighting the use of technology in both formal and informal learning, this book is an essential reference for academics, corporate leaders, government agencies, profit and non-profit organizations, policymakers, or anyone interested in the use of technology to educate and share information. Following a preface by the editors, the following chapters are included: (1) Green Computing through Virtual Learning Environments (Rochell R. McWhorter, Julie A. Delello); (2) Quality Preparation of Mathematics and Science Teachers to Integrate ICT: Lessons from Learner-Centered Teacher Professional Development Approach (John Njoroge Mungai); (3) The Role of Technology in Improving Quality of Teaching in Higher Education: An International Perspective (Harriet Thindwa); (4) Paradigm Shift toward Student Engagement in Technology Mediated Courses (Melissa Roberts Becker, Karen McCaleb); (5) Keeping It Social: Transforming Workplace Learning and Development through Social Media (Helen M. Muyia, Fredrick Muyia Nafukho); (6) Video Lectures in eLearning (Norma I. Scagnoli, Anne McKinney, Jill Moore-Reynen); (7) Learners' Perception of Engagement in Online Learning (Misha Chakraborty); (8) A Study of Trainee Attitude and Satisfaction between E-Learning Training versus Traditional Training (Nancy Hairston, Fredrick Muyia Nafukho); (9) The Perception of Faculty Members on Hybrid Learning: A Naturalistic Case Study (Nahed Abdelrahman, Beverly J. Irby); (10) Return on Investment: Contrary to Popular Belief, MOOCs are not Free (Marie A. Valentin); (11) The MOOCs: Characteristics, Benefits, and Challenges to Both Industry and Higher Education (John F. LeCounte); (12) The Place of MOOCs in Africa's Higher Education (Stephen Odebero); (13) Influences on the Acceptance of Innovative Technologies Used in Learning Opportunities: A Theoretical Perspective (Jason Moats); (14) Frameworks and Issues for a Shared Service Approach to Technology in Higher Education (Judith Lewis); (15) Toward An Effective Virtual Learning Environment: From a Social Presence Perspective (Marie A. Valentin, Helen M. Muyia; Junhee Kim; Celestino Valentin); (16) Integrated Multi-Agent-Based eLearning System as a Strategy to Promote Access to Higher Education in Africa (Geoffrey Nafukho; Peter Barasa Wawire); (17) Informal Individual Learning via Virtual Professional Development: A Proposal for Massive Open Online Professional Informal Individual Learning (MOOPIL)(Beverly J. Irby, Kara L. Sutton-Jones, Rafael Lara-Alecio, Fuhui Tong); (18) Asynchronicity, Access, and Attainment: Best Practices of an Adult Degree Completion Program (Mathew J. Bergman, Kevin J. Rose, Meera Alagaraja); (19) MOOCs Global Digital Divide: Reality or Myth? (Celestino Valentin); and (20) Re-Imagining and Re-Structuring Scholarship, Teaching, and Learning in Digital Environments (Melissa Layne). A section about the contributors and an index are included.