Technology holds the key for bridging the gap between access to quality education and the need for enhanced learning experiences. This book contains case studies on divergent themes of personalized learning environments, inclusive learning for social change, innovative learning and assessment techniques, technology and international partnership and transnational collaboration for enhanced access under the core domain of technological adaptability and transnational learning. Chapters include: (1) Learning across Social Spaces (Gilbert Ahamer and Josef Strobl); (2) Online Teaching Partnerships in Diverse Socio-Cultural Institutions (Julian Scheinbuks and Anthony Pina); (3) Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University (Kenneth Strang); (4) Planning a Quality Education System (C. Sukati); (5) Using Portable DVD Players to Deliver Interactive Simulations for Training Health Care Workers in Kenya (Wallace Hannum); (6) Transnational Postgraduate Study for Development Workers (Elizabeth Beckmann and Patrick Kilby); (7) Learning Patterns of Learner's Interaction in the Learning Management Systems (Wu Bing, Teoh Ping and Ye Ming); (8) EPICT (Katalin Csoma); (9) Japanese Students' Digitally Enabled Futures Images (Michael Vallance and David Wright); (10) Development of a Transnational Framework for E-Learning Technologies (Deryn Graham); (11) Second Life Brought to Life (Kevin Yee and Jace Hargis); (12) Perspectives on the Influences of Social Capital upon Internet Usage of Rural Guatemalan Teachers (Douglas Tedford); (13) Interactive Hypermedia-Based Learning Environment (Billie Eilam and Ofir Gurtler); (14) Using Email as a Cultural Bridge in the Learning Process for Transnational Students (Sandra Smith); (15) Integrated Cross-cultural Virtual Classroom Exchange Program (Eunhee O'Neill); (16) Live Interactive Virtual Explorations via the High Performance Wireless Research and Education Network (Kimberly Bruch, Hans-Werner Braun and Susan Teel); (17) Effectiveness of Problem Based Learning for Engineering Curriculum (J.I. Rojas, X. Prats, A. Montlaur, M. Valero and E. Garcia-Berro); and (18) Using the How People Learn Framework for Online Course Design in Teacher Education (Sharon Dole and Lisa Bloom).