Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
In the last few decades the way information is being shared has been changed a lot, freely sharing of information and pervasiveness of the internet have created various new opportunities for teaching and learning (Martin. F, 2012). There is a growing concern that such technology provide a convergence between on and off-campus teaching and learning however this convergence takes some strong consideration of the limitation among the off campus learners
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
CHAPTER 1. INTRODUCTIONAlmost every organization will incur a le.docxsleeperharwell
CHAPTER 1. INTRODUCTION
Almost every organization will incur a level of change over that organizations’ lifetime. Whether an organization has been in existence for generations due to proper adaptation or an organization has failed due to an unwillingness to budge, change has and will be present. Most change efforts exert heavy human and economic tolls (Beer & Nohria, 2000, p. 137). In higher education, faculty hold high influence on change efforts and faculty’s willingness to embrace change could set the pace for the change effort.
Introduction to the Problem
Leaders in higher education are generally considered responsible for setting institutional direction and ensuring institutional success. Advancing in technology have required major and consistent change in all aspects of the higher education system. While technological advances effect the institution as a whole, the current research will inquire on whether or not additional effort should be focused on the institutions’ faculty. Technology is impacting instruction with online, hybrid, and distance learning options (Andrade, 2011, p. 218). Despite an ever-changing classroom environment, many pedagogies and tools used in university classrooms have remained unchanged (Sutton & DeSantis, 2017, p 223).
The need for further research on leading technological change within faculty was not only fueled by academic concern but economic concern. Siegel, Acharya, and Sivo (2017) wrote that new technologies that are not fully adopted “increase the overall operational and logistical costs that may ultimately lead to discontinuation of the new technology, thereby depriving faculty, students, and the institution of its benefits” (p. 65).
Statement of the Problem
Beer and Nohria (2000) warned of the “proliferation of recommendations” that often led to the muddling of change attempts within organizations (p. 137). Higher education tends to have faculty split based on the ability of some members to progress as other members of faculty are lefts behind.
A fostering of faculty’s acceptance of online delivery methods was found critical for institutions that consider online learning to be a key part of the institutions’ strategic plans and to attract increased enrollment (Ramirez & Gillig, 2018, p. 139). Ramirez and Gillig found that to facilitate faculty acceptance of online delivery strategies, “college administrators need to understand how both students and faculty perceive online learning and the factors that shape their perceptions about the quality of online teaching and learning” (p. 139).
Purpose of the Study
The objective of the current study was to investigate literature on change efforts in higher education fueled by faculty needs to adopt and implement new pedagogical technologies. Attention will be given to best practices of technological implementation by faculty and the inspiration of said faculty to implement.
Research Questions
The current study aims to find enough evidence to assure that a.
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Technology Utilization among Graduate Assistants and Faculty
1. Technology Utilization among
Graduate Assistants and Faculty
Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, & Dr. John Strange
College of Education
3. Changing Face of Education
Today’s students are evolving in that they are able to
access a wide array of material and are behaviorally
different from any other generation.
Digital Natives have spent their lives surrounded by
the media of the Digital Age—first it was video
games, then cell phones, and finally Internet access.
Such students are said to be “native speakers” of
those digital languages.
The challenge exists for instructors to make material
relevant and engaging.
Source: (Prensky, 2001).
4. Shift in Technology
“The modern academic workplace is characterized
by student diversity, new technologies, changing
societal expectations, a shift in emphasis toward the
learner, expanding faculty work loads, and a new
labor market for faculty,” which indicates a major shift
in higher education.
With the incorporation of virtual education into
degree programs, faculty will be expected to use
technology-mediated teaching and learning
strategies. At many institutions, faculty are
encouraged to participate in curricular development
that draws on delivery or learning options made
available through new technologies.
Source: (Austin, 2002).
5. “New” Technologies
Web 2.0 encompasses web-based technologies that allow for a
“read/write” approach to the web and enables the learner to be both
a consumer and producer of content and services, thereby
enhancing opportunities for collaboration and the generation of new
knowledge (Buchan, 2007).
Based on constructivist learning theory—that learning is made more
effective when it is social, engaged, and relevant (relating to
students’ concerns); provides formative assessment; and offers
learners multiple paths (Brown, 2007).
Characteristics of Web 1.0 and Web 2.0
Web 1.0 Web 2.0
Publishing Participation
Content management, presentation Content reappropriation (e.g., “mashups”)
Individual, are scale web sites Blogs, wikis
Directories Tagging
Users observe, “listen to” web sites Users add value, co-create
Control Cooperation
Example: Encyclopedia Britannica Example: Wikipedia
Source: (Brown, 2007. Retrieved from http://net.educause.edu/ir/library/pdf/erm0725.pdf).
6. Collaboration among Faculty and Graduate
Assistants
Research has shown that faculty-graduate student (F-
GS) relationships play an important role in shaping
graduate students’ research training, their professional
identity, and career dedication, in addition to providing
socialization into academe.
Mutual support and comprehensive relationships (those
extending beyond the academic environment) are two of
the most essential factors contributing to successful
graduate student mentoring.
The roles and responsibilities associated with F-GS
relationships have been documented to be broadly
perceived, as faculty can serve as
advisors, instructors, employers, and/or agents of
socialization.
Source: (Lechuga, 2011).
7. Current Practices
Graduate assistants serve as mentors and post-
training support to faculty.
Attend introductory training sessions on technology
components to aid in the mentoring of faculty who also
receive training.
Graduate assistants serve as mentors to faculty
through a program requiring their participation in a
technology course as a condition of their
assistanceship.
Assistants are paired with professors on the basis of their
skills, experience, and schedules and undergo 40 hours
of training to support their mentoring relationship with
faculty members.
Source: (Smith & O’Bannon, 1999).
9. USA Faculty Case Studies
Four professors in the Department of Leadership
and Teacher Education (LTE) were interviewed for
the case studies.
Dr. David Gray, Associate Professor
Instructional Leadership and Planning
Dr. Harold Dodge, Associate Professor
and LTE Chairman
Instructional Leadership and Planning
Dr. Susan Santoli, Associate Professor
Social Studies Education
Dr. Rebecca Giles, Professor
Early Childhood Education
Source: (http://qrstuff.com)
10. USA Faculty Case Studies, cnt’d.
Two professors remarked that time was an issue in their utilization of technology.
One professor reported using social media, mainly for nonacademic purposes.
Cited as most promising in the field of higher education, professors listed Macbooks, video
streaming sites (YouTube, TeacherTube, etc.), iPads, and laptops.
When seeking help with technology, 3 professors reported going to other faculty and colleagues
first.
The technology components with which the professors reported seeking the most help from
graduate students included Sakai and PowerPoint.
All 4 professors explained that the current relationship between graduate assistants and faculty
could be improved upon.
Cited as potential benefits from the relationships between faculty and graduate assistants, the
professors reported graduate assistants as being more knowledgeable about technology.
To be incorporated as part of a mentoring program for graduate assistants, two professors cited a
training experience.
As factors and trends considered the driving force in educational technology adoption, the
professors named greater accessibility, cost, and efficiency.
As barriers to university adoption of new technology, the professors listed possible social media
misuse and cost.
Cited as their role in preparing graduate assistants for future career endeavors, the professors
mentioned helping students with research, writing, and networking.
To improve upon the current faculty-graduate assistant relationship, the professors suggested
ensuring faculty and assistants are abreast of each person’s interests, mentoring assistants with
research, and making faculty aware of students’ competencies and strengths.
11. USA Graduate Assistant Survey
Survey was
disseminated to
graduate students in
the College of
Education; the 7
respondents
represent the
graduate programs in
counseling and
exercise science,
with a mean age of
27.5 years.
Majority were
females (71.4%)
enrolled in graduate
school at USA for 3-4
semesters (42.9%)
who have been
working as graduate
assistants for 1-2
semesters, assigned
to 1-2 professors
(57.1%).Source: (http://www.surveymonkey.com)
12. USA Graduate Assistant Survey, cnt’d.
Meeting the demands of the shift in technology has not been seen as difficult. (5
participants)
There does not exist an established, effective mentoring program between graduate
assistants and faculty (4 participants), with shortage of time and guidance being
deterring factors.
Technologies listed as promising in the field of higher education included online
academic journals, smart phones, eBooks, tablets, and project management programs
(Dropbox, Basecamp, etc.).
Technological tools reported in use within the department that are expected to remain
in use within five years included SMART boards (interactive white boards), handheld
devices, Dropbox, Sakai (course management software), email, word processing
software, presentation software, computers, and printers.
Technology components cited as those with which faculty most often seek help
included Sakai (course management program), Facetime, Microsoft Office
Suite, online academic journal research.
Benefits listed as perceived in the relationships between faculty and graduate
assistants included more comfort to the difficulties in technical usage, technology
integration, and sharing of new information.
To improve upon the collaboration between faculty and graduate
assistants, participants cited additional time/patience, regular meetings, rotating
mentorships, and additional interaction/communication.
14. Recommendations
To more appropriately use Information and Communication Technology (ICT)
tools in higher education, such tools must be infused into daily activities for
teaching and learning, e.g. as more than for administrative and research
purposes.
Faculty must be helped to see the perceived ease of use and usefulness of
ICT tools in their teaching practices, as faculty who are not confident in their
ability or competence to handle ICT tools are reluctant to integrate them into
their teaching practices.
Organization support, leadership, effective training, and development
programs emerge as factors of faculty willingness to adopt various ICT tools
into their instruction.
Organization support: Administration should support and encouraged the faculty
by removing barriers to technology adoption.
Leadership: Leaders must think about keeping universities and faculty well-
informed and trained in the effective use of technology for educational purposes.
Training and development: Involve all stakeholders (including students); extend
resources to the continuous process of professional development.
Resources: Provide faculty with relevant and current technological tools and best
practices; instructional design support personnel and timely assistance; and
funding to support faculty adoption of ICT tools.
Source: (Keengwe, Kidd, & Kyei-Blankson, 2008).
15. Conclusion
There needs to be further research into what other
universities are doing to help ease the strain of
today’s shift in technology.
Our current survey for graduate assistants is still
open, and a survey for faculty adapted from the case
study questions and graduate assistant survey has
been created to study the needs of both professors
and graduate assistants.
By opening the surveys to faculty and graduate assistants
at other universities, more definitive ways to help foster
the collaboration process between faculty and graduate
assistants can be developed in the utilization of today’s
new technology.
16. Additional Materials
Please, take our faculty
survey:
Follow our journey on the
blog:
The iSchool Initiative:
Source: (http://qrstuff.com)
Scan the QR codes with your smart phone or device to be
directed to the links.
http://behindthedoorsofacademi
asouthalabama.blogspot.com/
18. Austin, A. E. (2002). Preparing the next generation of faculty: Graduate
School as Socialization to the academic career. The Journal of Higher
Education, 73 (1).
Brown, M. (2007). Mashing up the once and future CMS. Educase
Review, 42(2).
Buchan, J. (2007). Web 2.0: The dawning of the Interaction Age. Retrieved
from
http://csusap.csu.edu.au/~jbuchan/documents/Web%202.0_theDawning_of_
the_interaction_age.pdf
Keengwe, J. Kidd, T., & Kyei-Blankson, L. (2008). Faculty and technology:
Implications for faculty training and technology leadership. Journal of
Science and Educational Technology, 18, p. 23-28. doi: 10.1007/s10956-
008-9126-2
Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships:
Mentors’ perceived roles and responsibilities. Higher Education, 62, p. 757-
771. doi: 10.1007/s10734-011-9416-0
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
Smith, S. J. & O’Bannon, B. (1999). Faculty members infusing technology
across teacher education: A mentorship model. Teacher Education and
Special Education: The Journal of the Teacher Education Division of the
Council for Exceptional Children, 22(123). doi:
10.1177/088840649902200206