This document summarizes a study on using ubiquitous technologies like smartphones and tablets in higher education in Hong Kong. 18 iPhone devices were provided to students in an advanced public speaking class. Surveys found students used apps for social media, communication, entertainment and language learning. While most found the devices useful, some were distracted. Larger devices like iPads may be better for reading materials. The future of the research involves using iPads for collaboration and curriculum design.
Speak Up Survey Insights for Private School LeadersJulie Evans
This document summarizes key findings from the Speak Up Survey conducted by Project Tomorrow, a national education nonprofit. The survey gathered data from over 400,000 K-12 students, teachers, parents, and administrators across the US. Key findings regarding private school participants include: 1) Private school students have greater access to one-to-one computing programs compared to public schools; 2) Lack of professional development is a top obstacle for private school teachers in using technology; 3) Private school students report fewer frustrations with technology access than public school students. The document provides detailed comparisons between private and public school stakeholders' views and experiences with digital learning.
Mobile phone usage among students its pros and consShamraizQamer
Mobile phone usage among students has both pros and cons. Technological advancements from 1G to 5G have increased cell phone functionality and usage. While phones provide instant access to information, they can be a distraction and negatively impact students' mental health, physical health, and academics. Cyberbullying and peer pressure are also issues with increased phone usage. Teachers must help students maximize the educational benefits of phones while minimizing the risks.
This document discusses using emerging technologies to promote lifelong learning skills in students. It argues that overcoming students' resistance to new technologies is the first step, and allowing students to use their own devices (BYOD) can help engage them through familiar systems. While BYOD has benefits, it also has challenges around infrastructure, security, and digital divides. The document suggests educators should focus on using technology's full potential through student-centered learning, not just digitizing old methods. This involves developing skills like searching, evaluating online information, and contributing to online discussions.
This presentation is intended as a primer for adult literacy instructors who are thinking about using social networking technologies in their classroom. The presentation reviews statistics on how students are currently using technology in New York City and looks at applications for Ning, Facebook, and blogs in the classroom.
This document discusses mobile learning and its potential implementation at NIIT University. It begins by outlining some of the pros and cons of mobile learning, such as its ability to provide anytime, anywhere access but the challenges of small screens and varying platforms/connectivity. The document then presents results from a student survey that found most students have Bluetooth, WiFi and GPRS connectivity on their phones. It recommends implementing mobile learning at NU initially through audio podcasts, small articles/guides, and SMS-based collaboration to leverage the tools widely available on student devices. The document concludes by envisioning how mobile learning could be incorporated into the NU campus experience through WiFi access, faculty-student discussions, and independent student study.
Ten Things About Digital Learning and StudentsJulie Evans
The document summarizes key findings from the 2013 Speak Up national research project on students and digital learning. Some of the main points include:
- Students now have ubiquitous access to mobile devices like smartphones and tablets, both for personal use and some school-provided devices. They use these for schoolwork in various ways, from research to collaborating with classmates.
- Students' technology use outside of school exceeds what is currently utilized for learning. They want more personalized, digitally-rich, and socially-based learning opportunities that leverage tools like video, online learning, and games.
- While students are generally careful about their digital footprints, they see value in curating a positive online presence. They also want
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
Speak Up Survey Insights for Private School LeadersJulie Evans
This document summarizes key findings from the Speak Up Survey conducted by Project Tomorrow, a national education nonprofit. The survey gathered data from over 400,000 K-12 students, teachers, parents, and administrators across the US. Key findings regarding private school participants include: 1) Private school students have greater access to one-to-one computing programs compared to public schools; 2) Lack of professional development is a top obstacle for private school teachers in using technology; 3) Private school students report fewer frustrations with technology access than public school students. The document provides detailed comparisons between private and public school stakeholders' views and experiences with digital learning.
Mobile phone usage among students its pros and consShamraizQamer
Mobile phone usage among students has both pros and cons. Technological advancements from 1G to 5G have increased cell phone functionality and usage. While phones provide instant access to information, they can be a distraction and negatively impact students' mental health, physical health, and academics. Cyberbullying and peer pressure are also issues with increased phone usage. Teachers must help students maximize the educational benefits of phones while minimizing the risks.
This document discusses using emerging technologies to promote lifelong learning skills in students. It argues that overcoming students' resistance to new technologies is the first step, and allowing students to use their own devices (BYOD) can help engage them through familiar systems. While BYOD has benefits, it also has challenges around infrastructure, security, and digital divides. The document suggests educators should focus on using technology's full potential through student-centered learning, not just digitizing old methods. This involves developing skills like searching, evaluating online information, and contributing to online discussions.
This presentation is intended as a primer for adult literacy instructors who are thinking about using social networking technologies in their classroom. The presentation reviews statistics on how students are currently using technology in New York City and looks at applications for Ning, Facebook, and blogs in the classroom.
This document discusses mobile learning and its potential implementation at NIIT University. It begins by outlining some of the pros and cons of mobile learning, such as its ability to provide anytime, anywhere access but the challenges of small screens and varying platforms/connectivity. The document then presents results from a student survey that found most students have Bluetooth, WiFi and GPRS connectivity on their phones. It recommends implementing mobile learning at NU initially through audio podcasts, small articles/guides, and SMS-based collaboration to leverage the tools widely available on student devices. The document concludes by envisioning how mobile learning could be incorporated into the NU campus experience through WiFi access, faculty-student discussions, and independent student study.
Ten Things About Digital Learning and StudentsJulie Evans
The document summarizes key findings from the 2013 Speak Up national research project on students and digital learning. Some of the main points include:
- Students now have ubiquitous access to mobile devices like smartphones and tablets, both for personal use and some school-provided devices. They use these for schoolwork in various ways, from research to collaborating with classmates.
- Students' technology use outside of school exceeds what is currently utilized for learning. They want more personalized, digitally-rich, and socially-based learning opportunities that leverage tools like video, online learning, and games.
- While students are generally careful about their digital footprints, they see value in curating a positive online presence. They also want
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
The document provides an overview and agenda for a presentation on mobile trends and the Mobile Web Framework (MWF) used at UCSB. It introduces six presenters who will cover topics like mobile trends in higher education, different approaches to mobile development, and a demonstration of the MWF. The presentation will discuss how mobile usage is growing rapidly, students' high adoption of mobile devices, and the need for universities to adapt. It will also review native apps, hybrid apps, and mobile web approaches as well as the history and features of the MWF implemented at UCSB, which is hosted by the library.
Liz Kolb presents strategies for using cell phones constructively in learning. She outlines a process that includes:
1. Surveying students' cell phone use and discussing mobile safety.
2. Developing a social contract with rules for appropriate cell phone use in class.
3. Creating a permission form for parents to approve their child's participation.
4. Providing alternatives for students without cell phones so they can still participate.
The goal is to engage students with technology they are familiar with, while establishing guidelines to address concerns around cheating, distraction, and inappropriate use.
Mobile Learning: Using Cell Phones as an Instructional Devicespaul6414
The document discusses using cell phones as an instructional device in schools. It provides an overview of increasing student cell phone ownership and types of phones. It discusses both inappropriate and disruptive uses of phones in schools as well as banning policies. However, it argues that schools should embrace cell phones as instructional tools and provides examples of how some schools are using phones for blended learning, response systems, backchanneling, and more. It also discusses developing appropriate school policies around mobile device and phone use.
Perceptions and experiences of 1st year UJ Humanities students about the use ...Carina van Rooyen
This document summarizes a survey of 229 first-year humanities students at the University of Johannesburg regarding their perceptions and experiences using personal mobile devices for learning. Some key findings were that most students owned smartphones and accessed the internet daily, but connection speeds on the university WiFi were not always acceptable. While students used devices for both academic and non-academic purposes, lecturers did not always make full use of technology in teaching. The survey aimed to understand issues of social justice and inclusion regarding device access and promoting more transformative uses of technology in teaching.
This document provides an overview of 21st century learners and how technology is impacting education. It discusses how students today are digital natives who are used to learning collaboratively using technology anytime and anywhere. Research shows students want to use their own devices in school. The document also explores how skills like social media use and video games are becoming important for jobs and citizenship. Several examples are given of K-12 schools integrating technology through projects using cell phones, wikis, podcasting and gaming. Challenges and debates around technology in education are also summarized.
This document summarizes a study that provided medical students with PDAs and training to access medical databases. It found that while initial enthusiasm dropped after the first year, by the second year most students agreed the PDAs enhanced their education. The study also found that students used features like definitions, scheduling, and quick information retrieval, but had some issues with speed and relevance of searches.
This document discusses various ways that teachers have incorporated students' mobile technologies into classroom learning. It provides examples of teachers who have had students:
- Take photos on field trips and upload them to document findings.
- Develop avatars to take oral exams on mobile devices to improve engagement.
- Use text messaging to participate in class activities like submitting vocabulary words or science facts.
- Create mobile podcasts and videos to document events like presidential inaugurations.
The examples illustrate how teachers have shifted from banning mobile devices to allowing their use to enhance participation and engagement in learning activities.
This document discusses strategies for engaging millennial students in learning. It notes that today's students have grown up surrounded by technology and expect to use it. While many teachers now use technology, students still lack opportunities to use it for learning. The document provides characteristics of millennial students and suggests strategies for teaching them, such as clear expectations, feedback, collaborative learning, reflection, and technology integration where appropriate. Specific strategies include asking open-ended questions, partner work, and consensus-building exercises. The document also shares free technology and lesson planning resources for teachers.
Marc hoit University Campus - Microcosm of the futureTravis Barnes
This document discusses trends in technology use at universities and on NC State's campus. It notes that students are early adopters of mobile technology, while faculty have unique teaching and research needs. The top IT issues for universities include funding, systems, teaching/learning technology, security, and mobility. At NC State, most students own laptops and mobile internet devices. The document outlines several IT projects at NC State focusing on mobile initiatives, social media, and instructional technology to support these trends.
Psychological Factors of Mobile Phone Users and Social Media Networks on Indi...journal ijrtem
Abstract : Mobile devices in this modern generation such as cell phones has become the most used instrument in the people’s daily activities including browsing Internet and sending e-mails. In this work, the mobile technology is suggested to help the higher educational students, studies, check their emails, self-testing themselves, following news, search for jobs, the help of new learning environment to learn course subjects easily, collaborative learning opportunity, and remaindering the learning activities automatically (Homework and announcement, exam, self-test, chat, etc.). This application will also have the ability to send a voice call to their teachers and attend conferences through internet, even by video calls. Basically, some methods have been suggested to settle this application according to the available new technology. The preliminary outcomes of the conducted experiment demonstrated the possibility of applying mobile devices within the various help of the students at Girne American University and for the young people and scientific. In this work, survey is prepared as two forms, one for personnel information and the second for the use and benefits of using smart phones in higher education. Keywords: Psychology, Smart Phone, higher education, Internet Addiction, Positive Media
A Study of Ubiquitous Technologies in Higher Education in Hong HongMarc LeBane
This document summarizes a research project studying the use of ubiquitous technologies like smartphones in higher education in Hong Kong. 18 iPhone 4 devices were provided to students in an Advanced Public Speaking class to determine their impact. Surveys found students frequently used apps for social media, communication, and entertainment. Most felt the phones improved English skills and studies, though some were distracted. Future research will explore larger devices like iPads to enhance e-learning and collaboration.
This document discusses using mobile applications for assessment ePortfolios. It summarizes trials using various apps like Evernote, Facebook, Google+, and allowing student choice. Key findings include that Evernote was good for organizing content but lacked collaboration. Facebook was easy for feedback but hard to use. Allowing student choice led to discovering better ways to record learning. Most students found mobile apps easier than desktop. It concludes apps should be learned thoroughly before using, expect surprises, get outside feedback, and consider letting students choose platforms.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
AARE 2014 - Social media technologies and the first year of universityDET
AARE 2014 conference presentation slides.
"Social media technologies and the first year of university: Connecting with teachers, connecting with peers".
Kelli McGraw, Shaun Nykvist & Michelle Mukherjee
(Queensland University of Technology)
Exploring mobile technologies to improve student learningTanya Joosten
Presented at Distance, Teaching and Learning in Madison, WI August 10th, 2012. Results of a 2011-2012 curricular redesign grant on intensive faculty development mobile learning from UW System OLIT....
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up research project. It discusses findings that students want social-based, un-tethered, and digitally rich learning. Students see potential in using tools like IM, email and social media for collaboration. They also want to use their own mobile devices for un-tethered learning beyond the classroom. However, many schools currently limit technology use. The document calls for enabling students through greater access to digital tools, content and resources to engage them in learning.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
The document provides an overview and agenda for a presentation on mobile trends and the Mobile Web Framework (MWF) used at UCSB. It introduces six presenters who will cover topics like mobile trends in higher education, different approaches to mobile development, and a demonstration of the MWF. The presentation will discuss how mobile usage is growing rapidly, students' high adoption of mobile devices, and the need for universities to adapt. It will also review native apps, hybrid apps, and mobile web approaches as well as the history and features of the MWF implemented at UCSB, which is hosted by the library.
Liz Kolb presents strategies for using cell phones constructively in learning. She outlines a process that includes:
1. Surveying students' cell phone use and discussing mobile safety.
2. Developing a social contract with rules for appropriate cell phone use in class.
3. Creating a permission form for parents to approve their child's participation.
4. Providing alternatives for students without cell phones so they can still participate.
The goal is to engage students with technology they are familiar with, while establishing guidelines to address concerns around cheating, distraction, and inappropriate use.
Mobile Learning: Using Cell Phones as an Instructional Devicespaul6414
The document discusses using cell phones as an instructional device in schools. It provides an overview of increasing student cell phone ownership and types of phones. It discusses both inappropriate and disruptive uses of phones in schools as well as banning policies. However, it argues that schools should embrace cell phones as instructional tools and provides examples of how some schools are using phones for blended learning, response systems, backchanneling, and more. It also discusses developing appropriate school policies around mobile device and phone use.
Perceptions and experiences of 1st year UJ Humanities students about the use ...Carina van Rooyen
This document summarizes a survey of 229 first-year humanities students at the University of Johannesburg regarding their perceptions and experiences using personal mobile devices for learning. Some key findings were that most students owned smartphones and accessed the internet daily, but connection speeds on the university WiFi were not always acceptable. While students used devices for both academic and non-academic purposes, lecturers did not always make full use of technology in teaching. The survey aimed to understand issues of social justice and inclusion regarding device access and promoting more transformative uses of technology in teaching.
This document provides an overview of 21st century learners and how technology is impacting education. It discusses how students today are digital natives who are used to learning collaboratively using technology anytime and anywhere. Research shows students want to use their own devices in school. The document also explores how skills like social media use and video games are becoming important for jobs and citizenship. Several examples are given of K-12 schools integrating technology through projects using cell phones, wikis, podcasting and gaming. Challenges and debates around technology in education are also summarized.
This document summarizes a study that provided medical students with PDAs and training to access medical databases. It found that while initial enthusiasm dropped after the first year, by the second year most students agreed the PDAs enhanced their education. The study also found that students used features like definitions, scheduling, and quick information retrieval, but had some issues with speed and relevance of searches.
This document discusses various ways that teachers have incorporated students' mobile technologies into classroom learning. It provides examples of teachers who have had students:
- Take photos on field trips and upload them to document findings.
- Develop avatars to take oral exams on mobile devices to improve engagement.
- Use text messaging to participate in class activities like submitting vocabulary words or science facts.
- Create mobile podcasts and videos to document events like presidential inaugurations.
The examples illustrate how teachers have shifted from banning mobile devices to allowing their use to enhance participation and engagement in learning activities.
This document discusses strategies for engaging millennial students in learning. It notes that today's students have grown up surrounded by technology and expect to use it. While many teachers now use technology, students still lack opportunities to use it for learning. The document provides characteristics of millennial students and suggests strategies for teaching them, such as clear expectations, feedback, collaborative learning, reflection, and technology integration where appropriate. Specific strategies include asking open-ended questions, partner work, and consensus-building exercises. The document also shares free technology and lesson planning resources for teachers.
Marc hoit University Campus - Microcosm of the futureTravis Barnes
This document discusses trends in technology use at universities and on NC State's campus. It notes that students are early adopters of mobile technology, while faculty have unique teaching and research needs. The top IT issues for universities include funding, systems, teaching/learning technology, security, and mobility. At NC State, most students own laptops and mobile internet devices. The document outlines several IT projects at NC State focusing on mobile initiatives, social media, and instructional technology to support these trends.
Psychological Factors of Mobile Phone Users and Social Media Networks on Indi...journal ijrtem
Abstract : Mobile devices in this modern generation such as cell phones has become the most used instrument in the people’s daily activities including browsing Internet and sending e-mails. In this work, the mobile technology is suggested to help the higher educational students, studies, check their emails, self-testing themselves, following news, search for jobs, the help of new learning environment to learn course subjects easily, collaborative learning opportunity, and remaindering the learning activities automatically (Homework and announcement, exam, self-test, chat, etc.). This application will also have the ability to send a voice call to their teachers and attend conferences through internet, even by video calls. Basically, some methods have been suggested to settle this application according to the available new technology. The preliminary outcomes of the conducted experiment demonstrated the possibility of applying mobile devices within the various help of the students at Girne American University and for the young people and scientific. In this work, survey is prepared as two forms, one for personnel information and the second for the use and benefits of using smart phones in higher education. Keywords: Psychology, Smart Phone, higher education, Internet Addiction, Positive Media
A Study of Ubiquitous Technologies in Higher Education in Hong HongMarc LeBane
This document summarizes a research project studying the use of ubiquitous technologies like smartphones in higher education in Hong Kong. 18 iPhone 4 devices were provided to students in an Advanced Public Speaking class to determine their impact. Surveys found students frequently used apps for social media, communication, and entertainment. Most felt the phones improved English skills and studies, though some were distracted. Future research will explore larger devices like iPads to enhance e-learning and collaboration.
This document discusses using mobile applications for assessment ePortfolios. It summarizes trials using various apps like Evernote, Facebook, Google+, and allowing student choice. Key findings include that Evernote was good for organizing content but lacked collaboration. Facebook was easy for feedback but hard to use. Allowing student choice led to discovering better ways to record learning. Most students found mobile apps easier than desktop. It concludes apps should be learned thoroughly before using, expect surprises, get outside feedback, and consider letting students choose platforms.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
AARE 2014 - Social media technologies and the first year of universityDET
AARE 2014 conference presentation slides.
"Social media technologies and the first year of university: Connecting with teachers, connecting with peers".
Kelli McGraw, Shaun Nykvist & Michelle Mukherjee
(Queensland University of Technology)
Exploring mobile technologies to improve student learningTanya Joosten
Presented at Distance, Teaching and Learning in Madison, WI August 10th, 2012. Results of a 2011-2012 curricular redesign grant on intensive faculty development mobile learning from UW System OLIT....
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up research project. It discusses findings that students want social-based, un-tethered, and digitally rich learning. Students see potential in using tools like IM, email and social media for collaboration. They also want to use their own mobile devices for un-tethered learning beyond the classroom. However, many schools currently limit technology use. The document calls for enabling students through greater access to digital tools, content and resources to engage them in learning.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
Digital tech in the classroom is helping American school children stay fiercely global, and on path to play successfully in the 21st century education.
Mobile phones in the classroom by Shelley ShottSchoolNet SA
This document discusses using mobile phones in the classroom. It provides ideas for how teachers can leverage mobile phones to engage students and meet learning objectives. Some benefits mentioned include increased accessibility to content, improved communication, and developing 21st century skills. The document also explores challenges of mobile phone use, such as disruption and inappropriate use, and provides strategies to address them, such as designating free tech times and teaching digital citizenship. Overall, the document aims to demonstrate how mobile phones can enhance learning when used appropriately.
This document summarizes a presentation on digital learning in international schools given by Dr. Julie Evans of Project Tomorrow and Dr. Kari Stubbs of BrainPOP. It discusses new research on how international schools are using digital tools to impact student learning. The presentation included insights from education leaders in international schools and discussion of best practices for digital learning leadership. The document outlines components of the presentation, including new research data on digital learning in international schools and contributions from Twitter participants.
Visual Representations in High School EdublogsIOSR Journals
This document discusses a survey conducted on educational bloggers from high schools to understand their use and preferences around visual and verbal content in blogs. The key findings were:
- Teachers made up the majority of respondents, followed by other educational stakeholders and students.
- Most respondents preferred making their blogs unique through verbal/written content rather than visuals like graphics and photos.
- Student blogs exhibited more creativity and experimentation with colors compared to blogs by more experienced bloggers.
- While respondents acknowledged visuals can make blogs more engaging, they prioritized well-researched written content in making blogs interesting.
This document discusses a survey conducted on educational bloggers from high schools to understand their use and preferences around visual and verbal content in blogs. The key findings were:
- Teachers made up the majority of respondents, followed by other educational stakeholders and students.
- Most respondents preferred making their blogs unique through verbal/written content rather than visuals like graphics and photos.
- Student blogs exhibited more creativity and experimentation with colors compared to blogs by senior bloggers.
- While respondents acknowledged visuals can make blogs more appealing, they prioritized well-researched written content in making blogs unique and interesting.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
Eileen Whittle Final project instructional technologywhittleeileen
The document discusses the integration of technology in education. It notes that students expect interactive classrooms where they can engage in tools like web 2.0 and project-based learning. It also discusses how one's experience with technology impacts how they use it, with digital immigrants taking more time to learn new tools. Teachers need to understand how digital native students view technology in learning.
The document discusses the future of mobile learning and the use of personal digital assistants (PDAs) in the classroom. It outlines how mobile learning can enhance the learning experience through portability, informal learning, and context awareness. It also promotes active learning through spontaneity, interactivity, immediacy, and self-evaluation. The document considers both benefits and criticisms of mobile learning and suggests teachers supplement traditional instruction with PDAs. It provides examples of how PDAs can help with literacy and concludes with statistics on growing mobile phone and technology use among students.
Top 10 Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
This document discusses a presentation given by Dr. Julie Evans of Project Tomorrow on the top ten things everyone should know about today's students and digital learning. It provides an overview of Project Tomorrow, an organization that conducts annual research on K-12 students' use of technology through a survey called the Speak Up Project. Key findings from the 2016 Speak Up survey are then presented, including how students use technology at school, mobile devices for learning, use of games for learning, online classes, student-teacher communication, social media, and using the internet for homework. An expert student panel is also introduced to provide their perspectives.
Similar to A study of ubiquitous technologies in higher education in hong kong (20)
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A study of ubiquitous technologies in higher education in hong kong
1. A Study of Ubiquitous Technologies in
Higher Education in Hong Kong
2. History:
Early 2010 approached by our new TLC
Director Dr. David Kennedy to join his project
“A Study of Ubiquitous Technologies in Higher
Education in Hong Kong.
This research adopts the position that mobility
is an intrinsic property of learning
encompassing the:
Spatial (university, workplace, home)
Temporal (days, evenings, weekends)
Developmental (learning needs, life skills, interests,
employment, etc.)
3. As technology continues to change
educational landscape on daily basis,
students expectations on how and when
they will learn is creating increasing
demands on all aspects of their learning.
In 2010, ownership of mobile devices in
Hong Kong reached an unbelievable
level of 171%, (OFTA,2010) with that in
mind, educators like myself have been
researching on how to incorporate these
devises for use in the classroom.
4. The Project:
With funding provided by the UGC, 18
iPhone 4 devices were purchased for use
in my Advanced Public Speaking &
Presentation class. We chose this class for
3 reasons:
1. Small: limited to 16-2nd & 3rd year students
2. Diverse: class makeup consists of 30% local &
70% mainland/international students
3. English language requirement: students must
display above average English ability (course
requirement)
5. Research Method:
Mixed mode approach to generative qualitative and
quantitative data about the use of mobile
technologies in higher education.
Pedagogical Model:
Highlights the affordances of mobile devices that
support student learning.
Generate data highlighting the impact of mobile
devices on student learning.
Generate data on the impact of student motivation
using mobile devices.
Establish guidelines to support mobile learning
opportunities, in and out of the classroom.
To create a set of digital resources and exemplars of
good practice
6. Project Objectives:
Long-term Impact: Identify key issues and
problems being addressed, and state the
possible outcome of the research project in
terms of relevance, significance and value.
Today’s younger generation, more than any
other group of individuals have been ready
acceptors of mobile technologies such as
mobile phones, tablets, net & notebooks,
iPods, digital cameras, etc.
7. These days however, many of these
devices have taken on a new form:
“The Smart Phone” (Zheng & Ni, 2006).
Today these mobile devices are more powerful
than computers 10 years or older and offer its
owner the ability to connect to virtually anyone
via the Internet; display & play a variety of
media (video, audio, doc., pdf, etc.), and
capture video, audio & photographs.
8. The world is moving very rapidly to engage
with the opportunities and flexibility offered
by by mobile technologies (Fenn & Linden,
2005, Crawford, in press; Churchill &
Hedberg, in press; Vogel, Kennedy &
Kwok, 2007) nowhere is this more evident
that in higher education.
As major universities move from a
traditional face-to-face teaching
environment to a blended or completely
online mode of transmission, there is no
doubt that technology had changed the
educational landscape forever.
9. The research questions for this
project are:
What pedagogical models best describe and
support student learning in higher education at
Lingnan University using small mobile learning
devices (SMD)?
What is the impact of SMD on student learning
outcomes?
What is the impact on student motivation when
provided with SMDs for personal learning?
What are the pedagogical barriers to using
SMDs in higher education?
What are the technical barriers to the successful
implementation of SMDs in higher education in
Hong Kong?
10. The research will focus on
undergraduate’s use of mobile devices
both in and out of the classroom.
The outcomes are expected to
contribute to a better understanding of
how ubiquitous personalized mobile
devices can contribute to improve
learning outcomes in undergraduate and
higher education in Hong Kong.
11. The Course:
Advanced Public Speaking &
Presentations – LCE202
This course is designed to improve student’s
presentation skills by helping them develop
proper public speaking skills & presentation
construction techniques.
Enrollment is limited to 16 students max per
semester
12. Course materials are provided free and
online via Moodle.
13. Four assessments, each worth 25% of
the students final grade:
Hot Topic Speech – 3-5 min w/max of 3
visuals
Informative 1 (cue cards/no podium)– 5-7
min w/max of 3 visuals
Informative 2 (speaking outline/podium) –re-
assessed version of Informative 1 speech
Persuasive Speech – 10-13 min No visual
support, (cue cards or speaking outline) w/Q
&A
14. All assessments video taped and put on
YouTube for self evaluation/feedback
15. All lectures videotaped and available for
review online. (Lecture Capture)
16. Implementation:
All students from Fall 2010
were provided with an iPhone
4 pre-loaded with the
following apps:
*From fall 2011 students without a Smart Phone were
provided with an iPhone. (mixed mode class of Apple &
Android devices)
17. Evernote FaceBook
Dropbox/SugerSyn Dictionary.com
c Bump
Skype Simple Timer
Twitter Dragon Dictate
eClicker iTranslate
Presenter Pro BBC News
Winc
Instructional videos were produced and placed on our YouTube
channel to help students learn how to use these apps.
18. In Class:
Students utilized the devices in class to:
Review course materials
Take notes
YouTube to place feedback, comments, etc.
Record audio/video lecture notes
Video record practice sessions for further review
Use eClicker & Twitter to vote and provide
feedback on topics, speeches, etc.
Use dictionary & translate functions, etc.
Use device as cue cards when performing
speech
19. Out of Class:
Students were required to use the
devices to support their coursework as
follows:
Use the device to research topics, etc.
Use the device to video tape interviews
Use the device to communicate with
peers/instructor
Students were further required as part of
their participation in the project to report on
app usage, both preinstalled and
downloaded.
20. Findings to Date:
Students preferred the following Apps:
Social Network: FaceBook,
Communication: Twitter, Skype, KakaoTalk,
WhatsApp, Weibo, SMS
Entertainment: YouTube, Web Browser (Internet
Surfing)
News Portal: Yahoo, BBC, CNN
Photography: Pudding Camera, iPhone Camera
Language Apps: Dictionary.com, Google Translate,
Oxford Dictionary
Other: Evernote, DropBox, Winc
21. How often do you use iPhone to keep contact with
classmates? (i.e.
calls, SMS, Twitter, MSN, Facebook, Skype)
0% 0%
3% 7% Never
4%
Less than Once a Month
18% Once a Month
2-3 Times a Month
68% Once a Week
2-3 Times a Week
Daily
22. How often do you use iPhone to keep contact with
lecturer ? (i.e.
calls, SMS, Twitter, MSN, Facebook, Skype)
0% 2%
4%
Never
37%
Less than Once a Month
31%
Once a Month
2-3 Times a Month
Once a Week
2-3 Times a Week
26%
23. How often do you use iPhone Apps?
0%
0% 0%
3%
4%
7%
Never
Less than Once a Month
Once a Month
2-3 Times a Month
Once a Week
2-3 Times a Week
Daily
86%
24. iPhone Apps help me improve my English? (e.g.
writing, speaking, listening, reading)
4% 4%
14%
Strongly Disagree
25%
Disagree
Neither Agree nor Disagree
Agree
53%
Strongly Agree
25. iPhone Apps help me with my studies?
0%
7%
7% Strongly Disagree
32%
Disagree
Neither Agree nor Disagree
Agree
54% Strongly Agree
26. I find having my iPhone in class useful for my
learning.
4%
7%
25% Strongly Disagree
7%
Disagree
Neither Agree nor Disagree
Agree
Strongly Agree
57%
27. How often do you use iPhone for academic work e.g.
download materials, watch video of past
lectures, podcasts (e.g., Grammar Girl), or
reading, discussion.
0%
0%
4% Never
21% 14%
Less than Once a Month
Once a Month
11%
2-3 Times a Month
Once a Week
2-3 Times a Week
50% Daily
28. What Apps do you use the most?
Evernote
iBook
Dropbox
Winc
Browser
Skype
Video
Face Time
Youtube
Camera Other
eclicker
SMS
Facebook
Other:
Twitter
MSN
29. How often do you use iPhone for extended social
activities e.g. social discussions
(Twitter, MSN, IM), sharing pictures/videos or
organising events.
0%
0%
0%
Never
4%
7%
Less than Once a Month
43% Once a Month
2-3 Times a Month
Once a Week
46%
2-3 Times a Week
Daily
30. How often do you use iPhone for entertainment e.g.
listen music, video, games *
0% 0%
0%
7%
4% Never
14% Less than Once a Month
Once a Month
2-3 Times a Month
Once a Week
75%
2-3 Times a Week
Daily
31. What kinds of extra apps did you download?
20
18
16
14
12
10
8
6
4
2
0
32. Lessons Learned:
Throughout this project students seemed
genuinely involved with the technology.
Most embraced it some loathed it.
Students need direction – Example: most
were unaware of what Twitter is and how to
benefit from using in both in and out of the
classroom.
33. Survey results show that 75% felt the
online materials provided via Moodle
adequately prepared you for their
lectures while 25% replied somewhat.
However, when asked if they prefer print
or e-book/materials 63.2% preferred
textbooks.
Presumably, if a larger device like the
iPad was used, this number may
change, as the iPhone is not suitable for
reading large chunks of information.
34. Distractions – having these devices on
allows students to do others things, such
as Facebook, check email, SMS, etc.
during class time.
e-Clicker (now e-Presenter) allowed me
to take control of these devices by
having polls and questions sets during
the class.
All students had to be connected to my
computer in order to participate and thus
could not access the Internet.
35. The Future:
With the introduction of larger devices such as
the iPad, our research has begun to transform.
Our TLC has acquired 30 iPad2 which are
currently being used is an English Department
writing course and CEAL is purchasing 80
iPad3’s to be used in pairs during class time.
By focusing more on curriculum design and
student collaboration, we will be able to focus
more on pedagogical advantages rather than
logistical ones.