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Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.

Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.

Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.  

Updated (August 2017): Some predatory journals were removed; broken links were fixed; two new journals were added. *Articles in peer reviewed journals undergo a “peer review” process before they are deemed appropriate to be published. 

Each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years. The areas of emerging technology cited for 2012 are: Time to adoption: One Year or Less Mobile Apps Tablet Computing   Time to adoption: Two to Three Years Game-based Learning Learning Analytics   Time to adoption: Four to Five Years Gesture-based Computing Internet of Things

The vast majority of faculty and students, for example, now use notebooks and netbooks as classroom learning tools (75 percent of students and 72 percent of faculty overall), as well as digital content (69 percent of students and 73 percent of faculty). Learning management systems were in use by a smaller majority, with 56 percent of students and 58 percent of faculty members reporting they use an LMS in the classroom.