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Dynamic features of eTextbooks, such as taking interactive quizzes and sharing notes can make the practice of reading a textbook more supportive and engaging than before. While promising, challenges exist regarding the integration of eTextbooks in higher education, such as cost, usability, and lack of instructor development. There is a need for a more informed understanding of how instructors and learners are integrating eTextbooks to revolutionize learning spaces, in order to formulate next steps of action on a university level. While studies exist regarding universities with eTextbook initiatives, there is little empirical data concerning universities that offer eTextbooks without a focussed initiative. This paper aims to fill this gap.

In this paper, the results of a university-wide student survey are shared, which provide insight into factors such as the selection and use of eTextbooks, access, and beliefs regarding eTextbook use and learning.

Generally, we found that in a university setting without an eTextbook initiative, eTextbook use is relatively low and their features are not being effectively utilized by students or instructors. In any university that offers eTextbooks, instructor development is critical.

Findings from this survey guide the instructional design of instructor development. The findings also identify pertinent issues that any university is likely to face when considering an eTextbook initiative, such as raising student awareness, working with publishers, and providing effective technical and pedagogical support.

While the integration of mobile and eTextbook technologies is rapidly growing throughout higher education learning environments, these technologies are often challenging to implement across the university landscape. Professional development tailored to these fluid and evolving technologies is essential to supporting effective classroom integration. The purpose of this paper is to describe and evaluate a special interest group approach to professional development regarding mobile and eTextbook technologies implemented by one university in the USA. Issues such as recruitment of members, selection of face-to-face and online spaces, and curriculum design are addressed.

To evaluate effectiveness, a survey was given to the participants that asked about sense of community, perceived increase in knowledge and teaching practices, and overall satisfaction with the experience.

The interrelated factors of sense of community, knowledge, and teaching practices were identified as valuable, along with group organization. Survey results revealed that participants highly valued the opportunity to share best practices with others they typically would not, and benefitted from the expertise of guest speakers. Online spaces were found to serve as a repository of on-demand resources and dissemination of information, while face-to-face meetings capitalized on interactivity and nurtured community. Sharing the work of the members with the university and beyond was critical to incentivizing members to produce, and also built further professional networks. The planning team identified a tension between encouraging active involvement from instructors and offering it in convenient ways given their other commitments.

Although this is a single case, this analysis suggests generalizable strategies that may create and sustain a community interested in mobile and eTextbook technologies.

The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities.

The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study.

The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on.

The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output.

This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD.

The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn.

This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education.

The purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and analyze the interplay between technology agility enablers.

The study used the Total Interpretive Structural Modeling (TISM) approach to construct a theoretical model of the technology agility enablers in higher education and MICMAC analysis for ranking and segregating the enablers based on their dependence power into four categories: Autonomous, Dependent, Linkage and Independent.

The study helped identify eight technology agility enablers, with the Covid-19 pandemic as the most significant enabler. The Covid-19 pandemic has catalyzed the diffusion of technology across the education sector in India, including tertiary higher education. The study revealed government initiatives and institutional commitment as other enablers that can promote technology agility in higher education.

The results of this study would assist the policymakers and management of universities and colleges in understanding the important enablers that can facilitate technology integration in higher education.

Research in the past on technology adoption in higher education has looked into each enabler in isolation. This research provides a comprehensive view of the enablers and has attempted to establish a multidirectional interplay between the enablers.