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"A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students' uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition."

Open online course from the GMCTE aimed at novices interested in learning technologies.

"More than a decade after Prensky's influential articulation of digital natives and immigrants, great disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today's undergraduate learners as tech-savvy "digital natives" (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in education technology research and practice. Popular yet largely unsubstantiated conceptions of digital natives are often embedded within the assumptions of contemporary research on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes emerging from contemporary research on the Net generation as digital natives. "

"Whether you're new to technology, just getting started with a social network, or looking for some useful tips then these courses are for you. They're part of a new idea that I've been working on with a few friends. We're calling it Modern Lessons and it's essentially a 'Khan Academy for real-world skills' where a small handful of people build free online courses designed to help you learn some important things. But it's more than just a few useful videos about Twitter. There are customized certificates, quizzes, prerequisites, and more. But that's not important. The important part is what YOU can expect to learn. Since many Edudemic readers are teachers, there's a whole area devoted to teachers, don't worry. Adam Webster, an Oxford-educated teacher just outside London, has lovingly crafted a series of useful (and free!) courses designed to help you integrate technology into your classroom. More on that later. "

"With the large lecture format, said NMC Senior Communications Director Samantha Becker, "it's really hard to personalize the material so that a student can feel like they have ownership over their own learning process." And, she added, "It's hard to speak up. There's always the fear of being ostracized by other students or feeling like asking stupid questions." Maurice Matiz, executive director of Columbia University's (NY) Columbia Center for New Media Teaching and Learning, agreed: "Sitting in one of these 180-student classrooms is a very passive situation," he said. "We've found that students aren't really learning very much." Matiz and his colleagues are out to change that - by finding ways to adopt the flipped classroom model to traditional large lecture courses. "

Brief article exploring: 1. What is adaptive learning technology? 2. What can it do in 2013? 3. What are it's limitations in 2013?

"Missouri State University (MSU) has implemented a flipped classroom model for its Introductory Psychology course, resulting in dramatic improvements in student learning outcomes and course completion rates."

Great video filled with ideas of how and reasons why to use technology in teaching and learning.

"The TED-Ed team provides an in depth look at the powerful features of the newly-launched TED-ED Beta website. You'll learn how TED-Ed videos are created, how they are arranged, about the learning materials that surround each video, and how you can create customized or "flipped" lessons based on any TED-Ed video or any video on YouTube."

Interesting blog post by Tony Bates on the changing face of higher education, the role of distance education and educational technology. Worth a read.

Talk by Valerie Irvine and Dean Crawford at Campus Technology 2013.

List of the most popular tech tools for education in 2012. It is interesting to see how some tools have dropped in the past year and how others have climbed. There are also some tools that I have never used before - worth checking out!

Derek Bruff defines the "flipped classroom" and addresses the misconception that the flipped classroom requires heavy use of video.

There are many gems in this brief piece, including the benefits of giving faculty the chance to fail, as well as a bit of an introduction to the tools Hypothes.is and Scalar.

"The expectation for researchers to have a presence beyond academia coincides with another shift that is making social impact now possible, for many researchers, and this is the rise of social media. These new, virtual environments are not just characterized by popular, personalized platforms like Facebook and Twitter, although I will come to these. Rather, social media encompasses the entire architecture of the scholarly Web today, best known as Web 2.0, which is a new way of organizing digital media content. While computing transformed scholarship in many ways before the rise of social media platforms, the average end-user experience, even for a novice, has altered considerably within just the last five years."

List of tools to use to gather feedback in class. These tools serve as alternatives to using Clickers.

"It all started when a student approached Professor John Boyer after class one day and, inspired by a documentary they viewed about Southeast Asia, suggested the class talk to Aung San Suu Kyi. Boyer's knee-jerk response was skepticism; why on earth would a prominent world figure talk to a class of college students across the world? But with the help of other students in the class, they put together a video pitch, and it gained enough traction on social media to make the seemingly impossible happen: Boyer's students got their interview."