Diversity among university students plays a significant role in raising awareness of numerous issues surrounding cultural heritage, language differences, cross-cultural collaboration, and international education. The integration of technological tools can assist students in cooperating nationally and internationally both in their current educational and future professional settings. "Multicultural Awareness and Technology in Higher Education: Global Perspectives" encompasses the latest research on the impact and integration of technology into international education and culturally diverse learning environments. Providing the latest teaching and learning methods, technologies, and approaches at the university level, this publication is a useful reference for academics, educational administrators in public and private institutions, and information society researchers. The contents include: The Editorial Advisory Board and List of Reviewers; the Foreword by Theodora Issa; the Preface by Tomayess Issa, Pedro Isaias, and Piet Kommers; and eighteen chapters. Chapters: (1) A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network: The "Value Cycle" Using Web 2.0 (Piergiuseppe Ellerani); (2) Intercultural Collaborative Learning Scenarios in E-Business Education: Media Competencies for Virtual Workplaces (Elisabeth Katzlinger and Michael A. Herzog); (3) Social Science Universals (Thomas Hansson); (4) Student Mobility in Higher Education Explained by Cultural and Technological Awareness in Taiwan (Dian-Fu Chang); (5) A Sociocultural Approach to Developing Online Drill and Practice TOEIC Preparation Materials for EFL Programs (Ibrahim Farouck); (6) A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems (Ayodeji Adesina and Derek Molloy); (7) E-Learning Math Course Design Process (Leszek Rudak); (8) E-Learning Tools Applied in Teaching English at the University Level (Valéria Medárová); (9) Evaluating a Learning Management System to Support Classroom Teaching (Tiago França Melo de Lima and Thiago Nazareth dos Passos); (10) Learning Cultures and Multiculturalism: Authentic E-Learning Designs (Hanna Teräs, Irja Leppisaari, Marko Teräs, and Jan Herrington); (11) Blended Learning at Ajman University of Science and Technology: A Case Study (Ahmed Ankit, Mirna Nachouki, and Mahmoud Abou Naaj); (12) Comparing Learning Styles and Technology Acceptance of Two Culturally Different Groups of Students (Nauman Saeed and Suku Sinnappan); (13) An Intelligent System for Learning First Order Logic to Clause Form Conversion (Foteini Grivokostopoulou, Ioannis Hatzilygeroudis, and Isidoros Perikos); (14) Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education (Berhanu Abera); (15) Computer Skills and Prior Experience with E-Learning Courses as Factors that Affect Development of Intellectual Thinking Dispositions in Online Learning (Dan Bouhnik and Golan Carmi); (16) Envisioning Mobile Learning as the Future of Teaching and Learning via Technology: A Literature Review of Mobile Learning (Umera Imtinan, Vanessa Chang, and Tomayess Issa); (17) Interactive Multimedia: Increasing the Study in Primary Education (Eunice Maria Mussoi, Erico Marcelo Hoff do Amaral, Liane Margarida Rockembach Tarouco, and José Valdeni de Lima); and (18) Massive Open Online Courses: Imposter or Saviour? (Winthrop Gary J. Stockport). A compilation of references, an about the contributors section, and an index are included.