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Digital natives: Everyday life versus academic stud y - 0 views

ro.uow.edu.au/...viewcontent.cgi digital natives net generation higher education technology
shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
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THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY... - 0 views

eric.ed.gov/ED504055.pdf
shared by Kristen Della on 03 Jul 11 - No Cached
  • Kristen Della on 03 Jul 11
     
    This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption
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Edu Hero - 0 views

www.eduhero.net/subscribe.php late adopter eduhero educational technology
shared by abeukema on 03 Jun 14 - No Cached
  • abeukema on 03 Jun 14
     
    converting late adopters to educational technology
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Review: Teaching with Technology: Creating Student Centered Classrooms - 0 views

fno.org/teachingreview.html
shared by Nicole Arduini-Van Hoose on 10 Aug 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Aug 11
     
    a 10-year research study of the Apple Classroom of Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of instructional evolution in technology-rich classrooms: entry, adoption, adaptation, appropriation, and invention. The model describes a shift in instructional style, from traditional to constructivist, that the authors believe takes place as teachers become expert technology users leading to new levels of confidence and willingness to experiment with instruction.
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Viability of the "Technology Acceptance Model" in Multimedia Learning Envir...: EBSCOhost - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...pdfviewer Module 1 etap640
shared by Norana Cantrell on 31 May 14 - No Cached
  • Norana Cantrell on 31 May 14
     
    Perceived usefulness and Perceived ease of use have an impact on the acceptance and adoption of technology.
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Clearswift's 'Web 2.0 in the Workplace' report launched | Dynamic Business - Small Busi... - 0 views

www.dynamicbusiness.com.au/...2-0-workplace-report-1394.html
shared by ian august on 03 Jul 11 - No Cached
  • Independent international research undertaken by Clearswift in 2007 found that just 11% of global businesses were making use of Web 2.0 technologies such as Facebook and Salesforce.com
  • Three years on, the latest figures show over two-thirds of companies are allowing and encouraging the use of web collaboration or social media tools in the workplace.
  • Australian business users enjoy high use of Web 2.0 technologies, such as collaborative meeting, intranet, financial, CRM and social networking applications. However, they appear the least concerned about the security implications (at 53%) despite ranking second highest of respondents who have sent
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  • content via email or online applications they later regretted (29%).
  • however the research shows that half of managers believe that web collaboration te
  • ology is now ‘critical’ to the future success of their business.”
  • Barriers to adoption: Barriers to adoption of social media have shifted from productivity to focus on security, with 53 percent of companies concerned about security threats and 31 percent concerned about data breaches.
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Benefits of Peer-Based Learning.pdf (application/pdf Object) - 0 views

its.uiowa.edu/...of%20Peer-Based%20Learning.pdf education technology collaboration peer-based learning benefits
shared by Lauren D on 16 Aug 12 - No Cached
  • Lauren D on 16 Aug 12
     
    Forums, online communities, and professional networks are these new learning environments, where people find and share information, collaborate and learn on demand. A significant challenge is to motivate people to participate in the knowledge-sharing and learning process. Especially in peer-based learning environments, where learning depends on the effort of all participants, it is essential to provide enough incentives to participate and share information with others." Implementing systems fostering trust through reputation can enhance the learning effectiveness, and provide alternatives for the traditional pedagogical approaches still in place in current e-learning courses. Formal education could profit from such new learning environments adopting these pedagogical approaches and related technical systems."
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Roger Clarke's Innovation Diffusion Theory - 1 views

www.rogerclarke.com/...InnDiff.html education learning teaching innovation diffusion Technology web2.0 online
shared by Lauren D on 10 Jun 12 - Cached
  • technological innovation is communicated through particular channels, over time, among the members of a social system.
  • The stages through which a technological innovation passes are: knowledge (exposure to its existence, and understanding of its functions); persuasion (the forming of a favourable attitude to it); decision (commitment to its adoption); implementation (putting it to use); and confirmation (reinforcement based on positive outcomes from it).
  • to develop a need for change on the part of the client;
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  • to shift the client from reliance on the change agent to self-reliance.
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New Challenges for Universities: Why They Must Change - 0 views

www.springerlink.com/...x5275470r6062662 Universities colleges technology learning teaching research organizational models models culture
shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    New Challenges for Universities: Why They Must Change. This chapter identifies the critical motivations and dimensions for change in today's universities. While the introduction of technology into teaching, learning, and research makes the necessity of change apparent, it is neither the only reason nor the only area in which universities will have to adopt new organizational models. The following questions are considered: what is the function of universities in today's societies? how can technology help the transfer to viable new futures of universities? why is the old culture of teaching and learning failing? what new forms of teaching and learning are needed for the twenty-first century? what is the prevailing culture of universities and why does this prevent necessary changes? how can the necessary changes be brought about?
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Reaching the Reluctant Teacher - 0 views

www.fno.org/reluctant.html late adopter technology teaching
shared by abeukema on 03 Jun 14 - Cached
  • abeukema on 03 Jun 14
     
    Blog about teachers reluctant to use technology.
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http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55 Web 2.0 teachers
shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
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Common Core Standards Boon to E-Learning Industry - SchoolBook - 0 views

www.nytimes.com/...ds-boon-to-e-learning-industry CommonCore technology
shared by Erin Fontaine on 17 Aug 12 - No Cached
  • And the very thing that attracted so many states to adopt Common Core – the widespread standardization of learning goals, as well as the opportunity to do more creative teaching – can also turn it into a windfall for e-learning companies.
  • “It frees teachers up to do the things they went into teaching for. It lets them focus on human interaction.”
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55% of adult internet users have broadband at home or work; Home broadband adoption has... - 0 views

www.pewinternet.org/...enetration-on-the-Upswing.aspx Tools Technology
shared by Sue Rappazzo on 07 Jun 10 - Cached
  • Only 10% of rural Americans go online from home with high-speed connections, about one-third the rate for non-rural Americans.
  • Overall, 48 million American adults had high-speed connections in the home in February 2004. This represents a growth of 60% since March 2003 when 30 million Americans had broadband connections at home. Fully half of this growth has taken place since November 2003, suggesting that it was a broadband holiday season for many Internet users in the winter of 2003/2004.
  • As for the pool of dial-up users who may one day move to broadband, 40% say they would like to get it and 58% say they don’t plan to get it. Of the 40% who would like to get broadband at home, many are not interested in paying more for it: 22% say they would not pay an extra dime for broadband at home and on average this group said they would pay about $9.40 per month extra for broadband. Of the 58% of dial-up users who say that they are not interested in broadband at home, half say they would not pay anything extra for it. On average these users say they would pay only about $4.25 a month more for broadband.
  • Sue Rappazzo on 07 Jun 10
     
    High speed internet users early 2000's
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Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html merlot elearning virtual education teaching Module 4
shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
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In Crisis, U. of California Outlines a Grand and Controversial Online Learning Plan - T... - 0 views

chronicle.com/...65445
shared by Michael Lucatorto on 02 Jun 11 - Cached
  • Online education is booming, but not at elite universities—at least not when it comes to courses for credit.
  • But UC's ambitions face a series of obstacles. The system has been slow to adopt online instruction despite its deep connections to Silicon Valley. Professors hold unusually tight control over the curriculum, and many consider online education a poor substitute for direct classroom contact. As a result, courses could take years to gain approval.
  • The goal is to determine whether online courses can be delivered at selective-research-university standards.
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  • Suzanne Guerlac, a professor of French at Berkeley, found Mr. Edley's talk "infuriating." Offering full online degrees would undermine the quality of undergraduate instruction, she said, by reducing the opportunity for students to learn directly from research faculty members.
  • "It's access to what?" asked Ms. Guerlac. "It's not access to UC, and that's got to be made clear."
  • Claims that online courses could reap profits or match the quality of existing lecture courses must be carefully weighed, she said.
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html online learning learning styles cultural inclusiveness
shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
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