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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. 

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.

Marla Clark, an editor at EdTech magazine, covers the four most effective, and highest in priority, IT investments in the United States in 2012. Clark uses data from a variety of IT surveys, collecting information from more than 550 college and university IT administrators. The intended audience is anyone interested in technologies influencing higher education. The first technology described is the mobile application. More than 60% of the campuses participating in the survey embrace mobility within their IT structure. Public universities lead with more than 77% offering mobile apps in connection with the institution, with private schools at 67%. The second efficient technology is cloud adoption. While many colleges and universities have been slow to transition to cloud technologies, those that have, are utilizing the options more fully. Now institutions are moving calendars and learning management systems to the cloud, instead of just storage and archival materials. Integration of IT into classroom/course instruction is the third item on top of colleges and universities' priority list. 74% of the institutions participating in the survey indicated curriculum integration is a top priority for the next few years. Finally, almost exactly half of the colleges and universities surveyed believe massive open online courses are a viable course delivery module. Of the 50% that look favorably on massive open online classes, more than 60% are unsure of how to earn revenue using the technology.

Rossing, an assistant professor of communication studies at Indiana University-Purdue University Indianapolis, discusses the impact of mobile technology on liberal education based on his own personal experience of incorporating the use of ipads in his communication courses. He advocates the use of mobile technology in the classroom, albeit cautiously. He acknowledges the potential distraction element of mobile technology, and understands why some faculty members might be hesitant to allow its usage in their classrooms. He is certain however that mobile technology is here to stay, and faculty members should embrace rather than ignore the inevitable fact. Faculty should focus instead on the real message of mobile technology, and that is collaboration. Introducing iPads to his classroom initiated what would become the constant exchange of information between students with iPhones and iPads. Students became active learners, sharing and peer reviewing content, and ultimately decreasing the time it took to meet learning objectives.

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.

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. 

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.

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 case study, the author, a faculty member of a liberal arts college at a major university, explains how a near disaster influenced significant administrative change. Case studies like these illustrate not only the principles of managing technology but highlight the importance of aligning IT initiatives with administrative needs. When the campus advising office flooded, student records were in jeopardy. Not only were student files in danger of being lost due to water damage, services rendered by the department were affected by the loss of the work space. Digital file management and portability became part of a disaster recovery plan developed after the flood. The case also provides examples of how a shift in business practices opens avenues for further change, such as staff being able to meet with students outside of the office because of digital records being more portable and staffers being able to work from home which helped maintain productivity when the office was closed due to weather or other unforeseen circumstances.

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

From the non-academic side of the issues, this article outlines emerging technology trends in business. The article solidifies arguments for technology awareness, adoption, implementation and support in higher education because it supports the theory that technology adoption in education is not the same as educational technology adoption. IT governance is about the technology that higher professionals need to do their jobs - to run the business of higher ed. General project management principles apply, as well as general awareness of consumer technology trends because, after all, higher ed professionals are consumers and the university is a consumer and a B2B partner with vendors and services for mobile tech, cloud technology, hardware and software, and more.

This article reviews current research to explore how pedagogy has or has not changed. The author points out that most studies fail to contribute to knowledge about learning or teaching through technology specifically. This researcher believes that if professional development for faculty includes technological, pedagogical and content knowledge, (referred to as TPACK) grounded in a constructivist paradigm, it will lead to academic growth in those areas. The author argues that educators need to be mindful of various student learning needs and offer a range of learning opportunities to allow them to succeed. The author is a faculty member at Swinburne University of Australia, and states that academic lecturers who themselves were not students in a technologically rich learning environment, or who did not learn online, will continue to struggle in the 21st century where mobile learning, blended learning and online learning will become more prevalent. This article would be helpful for faculty development administrators who are looking for effective ways to incorporate technology conversation into topics related to effective pedagogy.

The New Media Consortium is an international research project developed by practitioners and educational technology visionaries, established in 2002 that identifies and describes emerging technologies likely to have a large influence over the next five years, both in education and globally. It is important to note that a previous Horizon Report (2009) has been frequently mentioned in other articles and websites related to current educational technology trends. In the 2012 report, the one year or less prediction focuses on mobile apps and tablet computing being the most prevalent, with increased utilization by college students. The two to three year forecast includes game-based learning and learning analytics, explaining that the ability to tailor educational activities as content becomes easier to manipulate with the benefit of education becoming more open to change. In four to five years, the authors emphasize gesture-based computing and the "internet of things" or objects producing their own information will both have a significant impact on education. The group expects that educational trends influenced by these technologies will be collaborative learning, working in teams, and a shift towards more challenge-based and active learning. This article provides a helpful summary reflecting the expected realities in higher education and in the larger society, acting as a guide for educators to follow technology trends, challenges, and relevance for teaching and learning.

Steven Bell offers his perceptions and explanation of the terms "sustaining innovation" and "disruptive innovations". "Sustaining innovations" represent practices that fit into the existing structure and practices of institutions even if they disrupt the standard methods of operation, but can however be adapted into the institution. "Disruptive innovations" on the other hand cannot be adapted into existing structure, but require the adoption or creation of new models and skills. Bell cites mobile phones as a form of "disruptive innovation" that could not function with the requirements of fixed lines, but with improved quality eventually became more vital than the fixed lines. The danger of "disruptive innovation" is that their threatening impact is unnoticeable until it is too late and they dramatically alter the way things function. Bell also uses the recent Google Apps for Education as another example of "disruptive innovation". At first there were doubts about its ability to replace Microsoft office, but that is what is happening today. This article is a warning to not underestimate the power of new ideas, developments or technologies.

The author of this article is a staff reporter for an information technology blog geared towards higher education professionals. The author shares how the University of North Carolina's School of Information and Library Science provided free data storage to all incoming students who were interested in 2011. The service offered by LifeTime Library, works on students' personal computers and allows them to automatically archive their files and folders. The data is then housed on a website, where students can search for files by name or by date saved. Students can continue to use the online storage after they graduate, which remains free for these students. The author shares that at this college, dealing with large amounts of online data is a big part of what students learn at the School of Information and Library Science and they intend for the LifeTime Library services to act as a teaching tool for students to figure out the best ways to organize their own digital information. This college also provides courses to focus on ways to make the service more useful, by incorporating data collected from students. The author interviewed the Dean of the College, who reported that eventually the program should be able to save every version of a file, even if it has been edited multiple times, archive mobile phone data, or save social media pages. The author explored the legal ramifications, sharing that the college has the right to scan any information housed in the data storage, and that students must agree to an acceptable-use policy. The author shares that this college anticipates the program to grow, having students store more information than they would have otherwise. The challenge for administrators to anticipate how much storage will be needed will likely dictate how much the school will have to pay to maintain a service like this one. This article would be most useful for technology administrators looking to implement a similar service at their institution.

This article is written by a staff reporter for a higher education technology blog. She shares information from the results of an annual survey on higher-education computing, The Campus Computing Project survey. This survey asked Information Technology administrators at 543 colleges and universities questions about mobile applications and investments in campus technology. The main topics covered in this article are: how campus information-technology officials face fewer budget cuts in their departments, their opinions of the competition for college and university business from learning-management-system companies, and the uncertain views of massive open online courses (referred to as MOOCs). A majority of campus information-technology officers agreed that MOOC's offer a capable model for the "effective delivery" of instruction online. This article also reports that the study revealed that more than two-thirds of those surveyed indicated they were uncertain about whether MOOC's offer a solid business model for campuses to "realize new revenues". The author shares how survey results pointed to the increasing competition between MOOC providers like Udacity and Coursera and that the market for companies that sell learning-management systems (LMS) is becoming more competitive as well. The number of survey respondents that use Blackboard's learning-management system had dropped from 71 percent (in 2006) to 45 percent (as of 2012). Other LMS companies, such as Desire2Learn, Moodle, Sakai, and Instructure's Canvas have been more successful as a result. The author shared that although budget cuts in technology departments are going down, 27 percent of survey respondents reported budget cuts this year, compared with 50 percent in 2009. However the author shared that public institutions may still remain at-risk for budget cuts. This information would be useful for higher education technology professionals, particularly those who are making decisions related to technol

This is a list of the top five learning management systems as compiled by Gilford Education Group. The group provides assistance to many e-learning and online learning institutions on selection and evaluation of their learning management systems. The five learning management systems are Adrenna Work Force 7 and Adrenna Academic, Blackboard, Desire2Learn Learning Suite, Moodle, and Sakai OAE. Adrenna has two platforms, the Adrenna Work Force 7 and the Adrenna Academic. The former is designed for professional education workforce with a focus on online training and development. It has facilities social learning, collaboration and authoring. The latter Adrenna Academic is designed for the academic environment with many features including mobile learning. Blackboard is said to build technology that provides a variety of learning pathways including collaboration. Desire2Learn fosters collaboration and supports different learning environments. Moodle is used in a lot of institutions, is free and valuable for designing online courses. Lastly the Sakai OAE fosters collaboration and user sharing based on the needs of students, educators and researchers. This article is a useful resource for anyone who wants a brief overview of learning management systems.

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.