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Across the globe, technology has become more commonplace in educational settings. Particularly, educators are utilizing technology to positively impact student academic performance and to engage learners throughout classroom activities. Common trends in educational technology incorporate the inclusion of mobile phones and social media activities. However, distinct differences across the world are found in classroom settings in the availability of educational technology resources and the opportunity for educators to receive professional development training.

The understanding of how individuals learn is continually changing. With the tremendous influence of technology in the classroom, it is vital that educators integrate the use of technology with specific attention and profound thought with respect to the needs of learners, including the role of multiple intelligences. Moreover, learning environments are now customizable due to new communication and information technology tools that are revolutionizing education. Research indicates the need to coordinate the use of technology with the style in which students learn. With the tremendous options and continual transformations available, educators must appraise instructional techniques, specifically the use of technology, with consideration to various learning styles and intelligences in order to engage students in their learning and also to reinforce learning in various ways. This article seeks to explore the concepts of multiple intelligence theory through technology applications.

This chapter introduces the audience to the world of four females working in higher education during COVID-19. The narratives provide a glimpse into the roles women in the workforce and specifically mothers in academia played and continue to play throughout the global pandemic of 2020 and 2021. In each narrative, the authors discuss the mental, emotional, physical, and relational tolls of striving to balance the many roles faced during the global pandemic. After exploring personal experiences, the authors look to the future and provide recommendations for how universities can strive to advocate for their female employees, specifically women of color and women serving in caregiver roles, in the forthcoming policies and initiatives.