The chief academic officer needs to decide on appropriate attitudes, issues, implementation strategies, and evaluative criteria in dealing with the new technologies.

Evaluating the use of technology in education in the past has yielded conflicting results due to inadequate implementation of technology and premature attempts at evaluation. The necessary phases in using technology had been ignored. This article introduces the concept of the three E's — Extensiveness, Effectiveness, and Endurance — as the three phases in an innovation diffusion process; reviews previous research studies on uses of technology in education in the context of the three E's; and discusses the implication of the three E's for technological innovations in education and for evaluation.

This chapter offers time‐tested advice for new presidents, including how to build and maintain strong relationships with trustees, how to address the persistent concerns of student success and remediation, and how to access the college's economic condition as well as how to oversee and maintain strong funding channels.

This paper argues that digital living and working has changed irrevocably as a result of the Covid-19 Pandemic and therefore, digital developments in education brought about mainly by the use of blended learning during the Pandemic needs to be converged to support lifelong digital learning. Adopting the European Unions definition of blended learning, the paper shows that a tripartite understanding of blended learning between schools, Industry and policymakers is needed to secure sustainability and transferability of digital skills from school to the workplace. The Digital Schools Awards programme is offered as a potential contributor to a digital culture of lifelong learning to consolidate the development of digital literacy across Europe so that the experiences of blended learning and teaching during the Pandemic can be harnessed and advanced. To be sustainable, blended learning must appeal to students and their teachers' pedagogical and curricular needs. The paper, therefore, promotes a continuum approach to blended learning where a range of developmental and progressive strategies are proposed as 'accelerators' for digital skills. A rationale for future work and draws on this continuum to support blended learning and the workplace as a lifelong practice. A multistakeholder, peer to peer approach to the future of learning and skills development will, we argue, positively impact the way 21 st -century citizens can educate, learn and work at cross-cultural, multi-societal and institution levels.

The American Foundation for the Blind's Task Force on Networking investigated the lack of a centralized source of information for locating books in special formats for blind and visually impaired persons. The Coalition for Information Access for Print Handicapped Readers (CIAPHR) was formed by leading agencies to develop and implement a central listing system and to act as a conduit for networking.