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Ben Showers, the author, admits to keeping the projections optimistic, and avoiding the issues of privacy, protection, and data shadow.The article describes five changes to mobile technology that will influence higher education into the future. The first change is mobile devices as a platform for learning and courses. Currently, mobile applications are more of a stepping-stone to larger course-management sites. In the future, students will desire actual learning platforms on their mobile device. The second change focuses on mobile realities. Augmented reality on mobile devices now allows the digital world to overlap with the real, physical world. Higher education institutions are able to use these new augmented reality technologies to aid students in find resources and information on-campus. The third mobile technology to affect higher education is mobile form. In the future, mobile devices will become more personalized and much smaller. As devices are created within glasses, earpieces, and sensors, higher education will have to adapt to those changes. Mobile scales are the fourth change to mobile technology Showers highlights. Large universities will have the ability to personalize each student's experience, offering an educational concierge service never before imagined. Finally, mobile disconnectedness will influence higher education. As students' lives become infiltrated with information via mobile devices, using the Internet, campuses should offer wifi coldspots. Wifi coldspots will offer students and faculty an opportunity to detach from the online work, taking a break from the academic world. 

Ward's article touches on seven key points influencing the future of technology in higher education. Following the description of the seven points, Ward suggests where technology may be going in the future of higher education. The seven key areas listed by Ward include: - Technology is changing how we learn, college costs are ever increasing without necessarily justifying the increases - Online and hybrid courses are attracting students with convenience - Students are expecting faculty to connect with them digitally - More students than ever are able to access education online, including foreign and domestic students - For-profit colleges continue to compete with non-profit colleges for students and market share - Massive open online courses (MOOCs) are gaining in popularity and scaring college and universities into thinking about their own online programs - College budgets continue to decrease Ward believes these seven issues will be the most influential on the use of technology in higher education moving into the future. Online and hybrid classes will continue to grow, but Ward expresses a need for better programs and teaching aids to improve the quality and access to such courses.  The article focuses on technology, but credits the value of an on-campus educational experience within the final paragraph. After all of his points are made, Ward explains while online and hybrid courses continue to develop, many are still invested in the on-campus model of learning. The reader is left wondering, will the technological advances ever become fully adopted within the higher education world? Or will our antiquated model for learning continue to be used in most educational settings?

The article touches upon topics relevant to all Americans, creating a large audience. Anyone influenced by higher education should be interested in Carlson and Blumenstyk's perspective.  While hype surrounds MOOCs and instructional technologies today, others are arguing for investment in brick and mortar colleges and universities. Patricia McGuire, the president of Trinity Washington University, believes those who stand to profit most from MOOCs and other forms of online education have created most of the hype.  Trinity Washington University is full of students receiving Pell Grants and a sub-standard high school education, students who need face-to-face instruction and tutoring more than most other students.  McGuire and other higher education officials listed in the article argue the online education movement is creating a wider gap between those that can afford an on-campus college experience and those that cannot. Unfortunately those that cannot afford to live on-campus and attend an elite university need the resources offered at brick and mortar institutions the most. While enhancement to teaching and learning may come from the development of online education, MOOCS, and new instruction technologies, an emphasis must be put on making on-campus education affordable. If face-to-face instruction is made inaccessible for most Americans, the country will suffer greatly, mainly by a wide divide between the haves and the have-nots within the working word as well as in higher education.

Published in a technology review journal through Massachusetts Institute of Technology, a marriage of technology and higher education is present. The intended audience is those interested in technology, as well as the world of higher education.  Although the article is titled The Crisis in Higher Education, a real sense of crisis is only found in the last few paragraphs.  Carr spends the majority of the article describing recent advances that have been made in technology influencing higher education. Two separate innovations and advances will soon combine in the future to bring online and technology-assisted education to a new level: massive open online courses (MOOCs) and software programs that collect data and analyze student learning behaviors in order to offer individualized teaching and tutoring.  While MOOCs, offered through organizations such as Coursera, Udacity, and edX, are testing the best way to present information to large groups of students located all over the world, they are also collecting learning behavior data at the same time. Software programmers are using their own data, combined with the data from MOOCs, to help develop more intuitive programs to aid in online learning. Critics argue that online classrooms cannot compare with conversations in on-ground classes or the relationship between a faculty member and a student on campus. The future of higher education is unknown, but Carr believes technology is leading the way. One of the main concerns regarding the adoption of new technology is campuses will rush into using it without researching the best options and ways to implement.  

Steve Kolowich, a technology reporter for Inside Higher Education, discusses the learning management systems (LMS) of the future. The article, geared towards an audience of higher education professionals, as well as those interested in higher education technology, highlights three up and coming LMS providers: Coursekit, Instructure Canvas, and Chegg. Instructure Canvas is an open-source LMS, offering its services to more than 100 institutions, including Brown University and Auburn University. The program is marketed to administrators, as well as individual instructors. Coursekit, another LMS, is free and currently only markets to individual professors. In addition to course management, Coursekit plans to offer students assistance in locating books and homework help, in the future. A significant difference between Coursekit and other LMS is their creation of a social network oriented around education.  Chegg, formerly a solely text rental organization, has rebranded the company into a social education platform. Although Chegg is not a LMS, some of the services offered are similar. Students can search texts associated with courses at their institution, utilize a homework help center and speak with a tutor in India, and buy and sell notes through Notehall. Based on Kolowich's description of three promising LMS-like services, Blackboard (the current majority LMS market shareholder) should be prepared for a new wave of competition.

Gene Wade, the creator of University Now, in an educational entrepreneur. A subsidiary of Wade's University Now, called New Charter University, uses similar education principles as Western Governors University, but with a different pricing model. New Charter University offers online, self-paced courses for $796 a semester. Students are able to sample courses for free and pay the enrollment fees in order to receive credit. The University is nationally accredited, offering associates, bachelors, and masters' degrees. When a student enrolls in a course, he or she takes an entrance exam, determining ability to understand course material. If the student proves knowledge mastery of some or all of the course topics, he or she is waived of completing that portion of the coursework.  Wade believes Pell Grants and access to student loans have led to the ever-increasing cost of college. New Charter University makes higher education affordable, while also convenient. A few questions tied to New Charter University's success still remain. Will employers value degrees offered through the University? Will the University obtain regional accreditation, allowing for credits to transfer to most colleges and universities across the country? Will students enroll in high numbers? Regardless of the future of New Charter University, Wade and his colleagues are collecting as much data on their students as possible. Tracking students allows University Now to better understand how students learn online, allowing new programs and technologies to enhance the online education model.

Katrina Meyer voices growing concern about the ability of disruptive technology such as online education to produce the needed change in higher education. Disruptive innovation is a term coined by Clayton Christensen for innovations in technology that interfere with the current state of affairs. The term was originally coined to for the business realm, but began to be applied to education with the advent of innovations such as online learning, blogs, social media cloud computing and a host of others. While Meyer clearly states her belief in the potential of disruptive technology to encourage new thinking and learning approaches, she clarifies that she does not know how the change will occur. Higher education is grappling with declining governmental revenues, tuition increases and the call from stakeholders for more effective learning programs. On the other hand, enrollment in online programs has increased annually, and according to results released by the U.S Department of Education, students performed better online than in face to face learning with the largest gains achieved in courses that mixed both online and face-to-face instruction. . Meyer also adds that perhaps the inclusion of online components in college campus courses might be an indication that innovative disruption is finally making an entrance into campus based higher education. This article is targeted at higher education, and institutions are encouraged to incorporate online learning and other technologies into their repertoire in other to make learning more student-centered, motivating, choice enabling and providing connections to real life. Faculty must be willing to take risks and experiment with the knowledge that while some tools might be disruptive, not all of them are.

The author, Dale Niederhauser, provides important commentary on frameworks used to speculate the future of technology in schools. He explains, in brief, how Delphi studies are used by various entities to conduct inquiry and generate ideas from experts. This is important information to consider when assessing resources such as the annual Horizon Reports, published by the New Media Consortium and considered a seminal piece of the emerging technology conversation in both K-12 and higher education. The article appears in a publication of the International Society for Technology in Education (ISTE), a world recognized leader in educational technology and aims to help educators understand the historical context in which emerging technology reports are created and delivered.

In this interview conducted by Maya Baratz of ABC News, John Katzman and Jeremy Johnson, both founders of 2TOR, share their vision for their company and what they believe online education will look like in the future. 2TOR was created to transform schools by helping them build online quality programs on a grand scale. 2TOR uses a learning management system that looks more like Facebook than it does blackboard because the founders wanted to incorporate into academia, the best practices of social media such as interactive discussions, and the development of a network of peers, thereby re-creating a campus learning program online. Katzman cautions that schools that cannot guarantee an online program of the same quality as their campus- based ones should refrain from doing so. He does clarify however, that while undergraduate campus experience cannot be re-created online, and online programs are presently best suited to graduate studies, the escalating cost of education means that several years from now, technology will offer a cheaper alternative. Students do not have to take all their courses online. They can take semesters, similar to the way study abroad programs are conducted. Their version of the classroom of the future is a self-paced combination of web based work and classroom discussions. Teachers therefore need to be equipped to utilize technology to achieve more learning by incorporating the attributes of social media. Katzman and Johnson believe that nothing online is small and good for very long. Institutions need to build scale as well as quality to remain competitive. The intended audiences of 2TOR's message are all higher education institutions that wish to remain competitive in the future.

This video is about VGo, a groundbreaking technological innovation. The voice Chrissy Dimarco, states that the future of higher education rests on technology, technology that provides new opportunities for learning. The VGo is an ultra modern invention that allows a person to maintain a presence in another location. Unlike web conferencing devices, the VGo is a robotic device with a mobility component that allows the user move around and interact with people. Unlike video conferencing, it is not dependent on all participants being logged unto computers. VGo is a versatile device that is used in various industries such as health care, business, manufacturing and education. In education, it is employed as a remote controlled teaching/learning device. In the video the author highlights its use as a learning tool for homebound students. One student is already a beneficiary of the learning opportunity provided by the Vgo. Lyndon Bate, a high school student suffers from a kidney disease and compromised immune problems. With the aid of Vgo, he can participate in classroom and social interactions. The crux of the video is to showcase how technology can change the face of education and affect the lives of many and is intended specifically for education stakeholders.

The author is a professor of Information Systems Management at Duquesne University. This article seems to have an intended audience of future technology professionals in higher education. The article begins with an overview of how large technology organizations such as Dell, HP, ISM, Sun, Hitachi, and Fujitsu have introduced green and sustainable initiatives. The author explains the difference between "green" and "sustainable". He differentiates that "green" is generally understood to mean friendly to the environment and energy efficient, while sustainable implies planning and in¬vesting in a technology infrastructure that serves the needs of today and the future, while conserving resources and saving money. These steps are stated in general terms throughout the article and could be considered as a guide for administrators looking to move their institution to "green IT." The recommended steps include the following: identify and prioritize the goals of a green IT initiative, assess the current situation relative to high¬ priority goals, find and execute "quick wins", and craft and communicate an action plan. The author also discusses energy efficiency improvement measures, which can range from a series of simple and inexpensive ac¬tions to much more expensive infrastructure upgrades. The author also discusses potential challenges, such as significant increases in power consumption in data centers since 2000. The article also identifies several areas of opportunity for improved energy efficiency, and encourages future leaders of higher education to demonstrate a sense of commitment to these practices through their actions. He argues that building a strong sense of awareness of green and sustainable practices may produce innovative ideas for conservation of energy and preserving the environment.

This is one of many articles about institutional reformation from change evangelist and education futurist Clay Christensen. What is unique about this one is that it is an extract from a larger work and republished for the higher ed community via EDUCAUSE. Christensen argues in this paper about the avalanche of change triggered by technology, the need to embrace technology, and suggests that higher education is threatened by technology. His rhetoric often revolves around those topics so many of his paper provide a context in which to understand the significance of higher ed IT issues: people are hesitant to change; academia is notoriously slow to adapt in great part due to its deeply rooted history and highly valued traditions; and campus leadership feels threatened by what is happening, either because they are truly worried about the effects of technology or because people like Christensen keep telling them they should be worried.

Not an in-depth article nor a complete survey of issues, but it does give a brief overview of issues a higher education CIO must consider. The article's only strength is that it supports the argument that there needs to be a strategic plan in place for responsive adoption and implementation of emerging technologies. The publication is commendable and the article's publication date sets the stage for reflection on the most recent 5 years of technology issues in higher education.

The authors of this article work for the Center for Teaching, Learning, & Technology at Washington State University. They looked at learning management systems and how currently they do not accurately capture what students have learned. Both authors discovered that the majority of assignments that make up students' experience with the higher education curriculum do not ask them to think, but to recall lectures, text, or both, which may be why LMS are designed to reflect this idea. They examine the concept and perception of a learning environment from the classroom to the internet and their relationship to views of teaching and learning. Examples and research, including an example of a Web 2.0 pro-social effort, are used to demonstrate the difference between the current state of teaching and learning, and an emerging vision. The authors refer to Educause Center for Applied Research, Morgan's (2003) study. Morgan reports, faculty were gaining, at least one key principle of good practice from LMS, increased feedback to students (Chickering & Gamson, 1987) through the use of the online gradebook. According to Morgan (as cited by Brown and Peterson, 2008) this was an outcome that "alters" faculty relationships with students and students with their own work. The authors predict that the successful LMS application of the future will be a gradebook that accommodates shifting ways of receiving feedback. The authors believe that a successful gradebook will be recognized as a communication tool that allows faculty and students to have a variety of communication options (faculty to student, faculty to groups of students, etc.). They point to the instructional challenge of guiding the tool discussion toward issues related to outcomes and what quality performance looks like. The authors refer to the LMS of the future capturing not in our learning about, but in learning "to be". Faculty are seeking a place for students to learn and operate which complements student im

Historical perspective of the higher ed CIO. Examines the role of the CIO approximately 10 years after the job gained a foothold. Important for context on the topic of the role of the higher ed CIO. Information includes survey data about the responsibilities and job duties of the developing role. Value lies in the literature dating back earlier than the date of this publication for more information and a deeper historical perspective. Of note, even then CIOs were concerned about their place within the organization and their professional growth as well as being able to manage campus IT in the future with considerations for rapid growth and adoption by all campus users and commercialization of computing resources. These concerns are present today, in current literature suggesting that ongoing research and inquiry is necessary to ensure the health of the profession. Additionally, the struggle to maintain adequate footing in both the administrative and the academic side of the college was present then as it is today, suggesting that the CIO is truly unique in comparison to other "C" level positions.

This article serves two purposes in research about emerging technology and higher education: 1) it provides insight on the business side of the issues and trends, highlighting the energy and enthusiasm of vendors and developers eager to deliver what they think higher education needs and 2) a different perspective on Clay Christensen, a notable figure in technology and higher ed who is perceived as both a hero and villain by different groups in both sectors. There are several articles about the spring 2014 "disruption" events, along with dozens of blog posts. This one is selected because it provides enough context and information to associate Christensen with other literature and it introduces the vendors and developers to the topic. The author's tone is moderately critical of the events and the people involved, a nice comparison for articles penned by Christensen and other evangelists themselves.

As online education continues to expand in the United States, Kenneth Heischmidt and Yves Damoiseau conducted a study to better understand the dimensions of quality in online business courses. The authors collected data and studied the dimensions of quality perceived by students in online classes. The results of the study aid online instructors develop courses to meet student expectations, increase satisfaction with the course, and ultimately increase student success. After surveying 260 business students at Southeast Missouri State University enrolled in an online class, 96 responded to the survey. The survey results led to three dimensions of quality in online courses: feedback, format, and content. Students expect timely feedback from an instructor, including prompt grading, access to the course and grades 24/7. The course format itself should be easy to navigate, without group work, and instruction facilitated by the instructor, according the students who participated in the study. Finally, the content of the course must offer clearly explained assignments, supplemental notes provided by the instructor, up-to-date content, and convey more information during class time than found within the textbook. In addition to the three dimensions of quality, the study also revealed, students expecting to receive an A or B in a course were also significantly more satisfied with their online course experience.  The number of participants in the study was small, limiting the results. A large participant pool is needed to test the results on a grander scale. The study focused on business students, but could be adjusted for other departments and programs in the future, increasing access to participants.

The author of this article is a faculty member and software specialist of Computer Information Systems at Bentley College. He discusses that in today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for sharing course information. In the article, he describes best practices for using a collaborative web application known as a wiki to change a traditional course management system. A wiki is a useful tool for involving students in the process of creating and sharing course content. While course management systems have specialized features such as online grade books and exams, useful exclusively in academic environments, students are not likely to encounter these tools outside of a college classroom. By introducing a wiki for collaborative course management, students also learn to interact with a useful real world tool. This allows them to complete some tasks that would be more difficult using a traditional course management system. Since students and faculty can both post information to the wiki, the role of the instructor changes from being the leader to being a partner with the students in their own learning process. The author shares some of the educational uses, such as tools for teams to perform group projects, creating literature reviews for research projects, participating on signup sheets, summarizing readings, posting project summaries, communicating with students, and even sharing class notes. Educational concerns are also shared, such as: wikis lack features that are needed for acceptance within the educational community, access control to protect certain public pages (such as the syllabus), or providing private spaces for collaboration. The author views this as problematic because anyone can change anything. However, he also shows that this aspect may promote a sense of community among its users. He predicts that the course management system (CMS) of the future must be

According to Patton, human resource departments tend to be one of the last areas within higher education to adopt new technologies. Over the past few years vendors have begun developing new products based on college and university needs, especially in the human resource area.  Most human resource departments have an enterprise resource planning system (ERP) or a Human Resource Information System (HRIS), which is used in conjunction with compatible, or sometimes not-compatible, vendor services. SunGard continues to offer more and more human resource services, including an effort certification system, which monitors and collects data on how many hours certain employees are spending on research, if their salary is paid through a grant. In the mid 2010s, SunGard and PeopleSoft partnered to create an applicant tracking system that offered three programs in one: a position description model, a performance management module, and an applicant-tracking model. While some improvements have been made, human resource departments need to embrace the new technologies, and utilize the offered services in the front of the office, as well as the back. Most of the examples within the article are large, state universities, such as Florida Atlantic University, Oklahoma City Community College, and the University of Utah. Duke University is mentioned, however, Duke is a large, elite university with more financial resources than most other private institutions. The question remaining is if the cost of human resource modules are justified at smaller institutions? Hopefully the future will bring options to colleges and universities with a few hundred employees, rather than a thousand.