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How do we get academics to adopt technology in their teaching. It is clear that a large majority of older acdemics in Higher Education are so stuck in the trenches of talk-and-chalk methodologies of information transfer that they clearly fail to see the bigger picture.

I n recent years, there has been explosive growth in students creating, manipulating, and sharing content online (National School Boards Association, 2007). Recognizing the educational value of encouraging such behaviors, many school leaders have shifted their energies from limiting the use of these technologies to limiting their abuse. As with any other behavior, when schools teach and set expectations for appropriate technology use, students rise to meet the expectations. Such conditions allow educators to focus on, in the words of social technology guru Howard Rheingold (n.d.), educating "children about the necessity for critical thinking and [encouraging] them to exercise their own knowledge of how to make moral choices."

Mobile learning is in the air, almost every