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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. 

How the use of mobile devices is changing the look and feel of teaching and learning. Points to the shift of focusing on what is coming from students on their devices instead of just what faculty are teaching. 

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.

Garnet, Inc. is an internationally recognized leader in information technology and high tech industries. Their team of researchers and consultants are widely known and accepted for their thought leadership and advice in the private business sector and in higher education. Often, insight from Gartner is considered when making strategic plans for an organization where IT plays an essential role. An annual report on IT issues provides a hit list of topics for CIOs to consider. The Gartner report can be used alongside industry reports from EDUCAUSE and the New Media Consortium to help decision makers understand emerging technology. In this 2014 report, Gartner analysts report on Mobile technology inclusive of both devices and applications (apps); cloud technology, including software as a service (SaaS) models and vendors; and intelligent machines and "the Internet of things", a reference not only to the ubiquitous Internet but also a growing realm of "smart" devices and appliances connected to people via the web.

This article introduces the reader to the concept of collective bargaining for campus information technology by considering the 2011 announcement of a partnership between desktop computer giant Hewlett Packard (HP) and higher education consortium Internet2. Collective bargaining is not viewed as the norm for higher education where individual colleges prefer to act as individuals, each perceiving themselves as completely unique even among peer institutions, but it has taken root in recent years due to a need to regain control over campus IT services in the wake of a surge in consumer technology use among faculty, staff and students. The cost benefit of collective bargaining is aimed at campus IT consumers but clearly there is a significant benefit for the IT providers as well, in this case, for HP. At the time this article was written, many colleges and universities were struggling to rebalance campus budgets, including reigning in IT costs. Meanwhile, consumer electronics were booming as smartphone sales surpassed standard cell phone sales and laptops outpaced desktop sales, and the war in tablet computing raged between Apple iPads, Amazon's Kindle Fire, and Google's Nexus 7. Students, faculty and staff were walking onto campus with multiple web enabled devices, draining campus Internet services and changing the way campus hardware was used. With more mobile services being used and aging desktop clusters needing to be managed, campus IT had to start thinking about strategies to control its investments. Cloud technologies were gaining in popularity at the time, and this article outlines the ways in which campuses began moving to the cloud to cut costs and to meet evolving user needs. The partnerships described in the article between companies like HP and cloud hosting service Box and Internet2 schools show that there are benefits to the members, but the author also recognizes that faculty, students and staff will likely continue to utilize their own devices and

This article explains how one institution, Abilene Christian University (ACU) has focused on mobile phones and how they are successfully changing the classroom and data collection efforts. This is one example of how the traditional teaching and learning model is becoming more collaborative and interactive, now that instructors and students have equal and flexible access to information. ACU does regular self-reporting surveys of students and teachers to assess their opinions and evaluations. Based on the data collected since using devices in their courses, students are participating more during class and communication between faculty and students has increased. This article also describes how this institution has incorporated "mobile learning fellows", faculty who are given time to work on and evaluate a mobile learning project of their choice. The author is the Senior Editor of Network World magazine and this information would be helpful for faculty and administrators in information technology or instructional technology, in order to successfully implement curriculum onto mobile devices.

The article gives a basic explanation of a few useful technologies to be used within an academic setting. First, a case is built for how technology can increase engagement and learning within the classroom, whether on-ground or online. Then the use of the internet, cloud computing, and multimedia are described. The authors highlight audio (podcasts and live chats), video (simulations, films, streamed videos, and screencasts), and blogging as multimedia options to be added to the classroom. In addition to multimedia, classroom learning can occur in a more mobile fashion. Many of the previous methods mentioned are use on desktop, laptops, and tablets. More and more students are utilizing their smartphones to access academic information. BlackBoard and eCollege both offer smartphone applications, which allow students and professors to access their course management sites through their phones. iPads are mentioned, but academic uses for these devices are yet to be determined. Finally, some institutions are offering degrees through Facebook, the social networking site. The Global MBA and The University of Whales in England, both offer MBAs through courses taught using Facebook. The article nicely summarizes a few technologies to be used within the classroom to enhance the students' experience. While the list is limited, and already out of date a few months after publication, the notion of using technology in the classroom to create a more dynamic experience is conveyed. The conclusion is a call for more research and study into making technology more effective within the classroom. 

In this article by Dan Carnevale, Michael Zastrocky, vice president for academic strategies at Garner Inc, talks about the impact of intellectual-property laws on digital archives, and the use of technological devices such as the iPhone for learning purposes in colleges. Even though proponents of digital libraries are wary of intellectual property laws and the propensity to present road blocks to building digital libraries, Zastrocky thinks the issue is complicated and still has a long way to go before it will be resolved. His stance on the use of devices like the iPhone for learning is also not optimistic. The challenge for IT leaders is in building frameworks that support personal tools that are constantly changed or up-graded. Zastrocky, whose company does technology research and information analysis, reveals that many educators are not enthusiastic about the drive to incorporate technologies into college course work. He states however, that learning whether in the virtual or traditional classroom, hinges on the instructor. This article was written in 2007, and was probably for the benefit of technology leaders in higher education wishing to gauge the educational communities response to technological trends.

This focus paper describes in detail the Personal Learning Environment (PLE) that was launched at Graz University of Technology in 2010. The context of Web 2.0 and how current learners are using technology is explained. The author demonstrates how browser-based widgets were used to change the appearance of multiple personal desktops, creating a "ubiquitous" personal learning environment (UPLE) that can be used in the future, similar to the appearance of apps on a smartphone device. This article describes how spaces help learners to organize their learning resources via widgets, making connections to how they operate in their natural learning environments outside of the academic realm. Based on the article, using technologies which mimic those that students already use seems important for faculty and administrators to consider when deciding how to best approach implementing personal learning environments. The author is a Doctoral student in the Social Learning, Information Technology Services at Graz University of Technology in Austria.

Mobile learning (referred to as "m-learning" in the article) is considered as the next generation of e-learning using mobile technologies. Students' awareness of such technology is one of the key areas for it to be successful. This study aimed to investigate students' awareness and requirements of mobile learning services among Malaysian students in the higher education environment. The authors reviewed mobile learning services as a new vital platform for the higher education environment and the requirements for utilizing it. It provides information about the current state of students' awareness about mobile learning services. The article also covers possible mobile device limitations to consider, including: memory size, battery life, high line cost and small screen. These limitations can hinder using mobile technology widely in learning, but the authors point to Corlett et al. (2005) directions to extend the wireless network across the campus and to redesign software as well as hardware for mobile learning purposes. According to the authors, both the environment and the infrastructure in higher education is appropriate to incorporate mobile learning, as long as necessary adaptations are made. The results also demonstrate that students have adequate knowledge and awareness to use such technology in their education environment. The authors caution that the barriers and obstacles that could be faced during the actual use of mobile learning should be considered. This article would be most helpful for information technology professionals who are making decisions regarding mobile learning and technology implementation.