Alejandro Ramirez has worked in education for 30 years; currently he is at the Sprott School of Business at Carleton University in the Information Systems area. He has a Ph. D. in Administration from Concordia University, a Masters’ of Science from Syracuse University, and a Bachelor of Science from ITESM (Instituto Tecnológico y de Estudios Superiores de Monterrey). His research interests include the analysis, design, adoption, and evaluation of information systems in organizations, emergent information and communication technologies (social software, wikis, blogs, syndication, cloud computing). He has studied the impact of ICTs in education and his research has been published in areas of curriculum development and student empowerment through ICTs.
In many ways it is not a matter of whether information and communication technologies have a place in universities, but of how and when they will be fully adopted.
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Youssef A. Youssef, Associate Professor at Unisul Business School, Universidade do Sul de Santa Catarina (Unisul), Florianópolis, Santa Catarina, Brazil and Visiting Scholar to Sprott School of Business Carleton University, Ottawa, Canada. He has Ph.D. degree in Management, from the Universidade Federal de Santa Catarina (UFSC). His research Interest concatenates Knowledge Management Systems, Sustainable Management, and International Innovation and Entrepreneurship. Dr. Youssef has long standing records in Higher Education that include serving as senior advisor to the president of the Inter-American Organization for higher Education (IOHE).
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The Editors
It’s not whether or not. It’s when and how. When Michael Preston posted a couple of rhetorical questions on ‘EnhancED’, the site of the Columbia Center for New Media Teaching and Learning, perhaps he was trying to answer them in a way that would set a new direction on the use of social media in the classroom. His ques-
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ISBN 978-85-8019-017-5
9 788580 190175 >
tions – Should you meet students “where they are”? Does Facebook have a more formal place in your academic life? – assumed that there is indeed an educational value on doing it and wanted to know if teachers were ready to embrace it. Similar assumptions are appearing in the media and are discussed in different forums. In many ways it is not a matter of whether information and communication technologies have a place in universities, but of how and when they will be fully adopted.