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The purpose of this paper is to explore the students' opinion of Jawaharlal Nehru University (JNU), New Delhi, regarding the use and success of mobile technology in the library environment for providing better services by library and their expectations from the library through mobile technology. Design/methodology/approach - A survey was conducted through a well-structured and precise questionnaire circulated personally among 200 students studying in Jawaharlal Nehru University for the academic session 2012-2013. Findings - The majority of students are in favor of using mobile technology for better services, and it is expected by the students that services should be provided to them by libraries through mobile technology. Furthermore, the study also explores the students' opinion on improved services using mobile technology. Research limitations/implications - The geographical area of study was confined to the students of the JNU, New Delhi, purely regarding their opinion on use and success of mobile technology by the library. The research results are limited to this environment only. Originality/value - The paper highlights the students' opinion of JNU regarding the use of mobile technology by the library for better services, and further it also explores the expectations of students from the library through this technology. [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1633960190/D4F687B968B342A3PQ/1?accountid=8067 Kumar, A. (2014). Students opinion about the success of mobile technology in libraries. New Library World, 115(9), 471. Retrieved from http://search.proquest.com/docview/1633960190?accountid=8067

This article examines whether teachers properly utilize technology in their classrooms, despite their level of technological competency, and how to better prepare teachers to use technology in the classroom. First, this study found that teachers are often not properly taught how to teach with technology and, as a result, often do not properly implement technology into their classrooms. It was then found that teachers who went through "hands-on activities in a collaborative, non-threatening environment", such as schooling or professional development training, on how to better understand and utilize technology within the classroom became more comfortable with technology and almost unanimously moved towards using it within their classrooms.

Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating The intent of this report is to detail the concepts of using technology with master of skills in mind. Beginning on page 17, details of assessment, advantages of technology-based assessment, mastery learning approach. Further they discuss the concepts of tools like clickers for quick feedback on levels of understanding and the details necessary for successful online learning - both synchronous and asynchronous.

Bill, I was somewhat surprised that the article includes a introductory headline: "Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life" without including some qualification as to why it's not surprising. If this comment is related to digital immigrants, learners disadvantaged by socioeconomic constraints and/or learners residing in remote locations lacking access to technology hardware, software and/or reliable Internet connection, the statement seems less surprising. As I read the article, the rationale for including the headline became clear - the article focuses on specific technology constraints related to many types of learners. The article outlines a plethora of opportunities to change educational paradigms that focus on the integration and utilization of technology-rich learning methodologies.

The article identifies common archival issues (i.e., listing and cataloging) associated with archiving digitally created information, due to rapidly changing technologies used to create digital information. This makes it challenging to appropriately list and catalog the moral impacts created by the rapidly emerging technologies. The article (n.d.) states, "ever morphing nature of information technology is changing our ability to even fully understand moral values as they change. Lorenzo Magnani claims that acquiring knowledge of how that change confounds our ability to reason morally '…has become a duty in our technological world'" (section 1.1). The article alerts to impending moral and ethical dilemmas created by smart phone apps that will be soon be capable of streaming biometric data (e.g., vital signs, physical activity logs, caloric intake, etc.) and linking it with GPS tracking to identify geo-locators tied to fluctuations in biometric data via phone applications. The advantage of such technology can lead to promotion of more healthy lifestyles. However, streaming such sensitive biometric information (data) leads to privacy and ethical concerns that are not easily resolved. Other moral, ethical and privacy issues are created surreptitiously when browsing websites on the Internet. "Browser software records all manner of data about our visits to various websites which can, for example, make webpages load faster next time you visit them. Even the websites themselves use various means to record information when your computer has accessed them and they may leave bits of information on your computer which the site can use the next time you visit. Some websites are able to detect which other sites you have visited or which pages on the website you spend the most time on. If someone were following you around a library noting down this kind of information you might find it uncomfortable or hostile, but online this kind of behavior takes place behin

Although it's based out of Taiwan, this study used performance standards created by the International Society for Technology in Education and looks at six subscales for technology integration in the classroom with one of them being an ethical piece. The established scale examines the existing concerns for technology, pedagogy and professional development at once with a new addition of ethical and safety issues, which demand growing attention in teachers of future generation.

Since I work with Special Education students a high school, I am always interested in the effectiveness of technology on learning. ABSTRACT Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.

From the abstract: 'Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for."

A study into how iPads were perceived by teachers and implemented in a school. This link might be better. Not sure. http://www.worldcat.org.library.esc.edu/title/an-analysis-of-teachers-processes-of-technology-appropriation-in-classroom/oclc/5882295313&referer=brief_results

Interesting article and so relevant to what I, and so many others, face in the classroom every day. I feel that the initial implementation of iPad distribution (or any technology) should not be rushed just to get it out there. Teachers need to be properly educated and be comfortable using that technology. In addition, any technology should contain all necessary software or applications ready to use before distribution. One other issue that often goes over looked is the wifi in the building. If the wifi in the building is not strong or cannot support a high number of users simultaneously, how can it be used effectively in the classroom?

This brought up some good points about the effects of teacher and student perception in technology integration in the k-12 setting and some interesting statistics to consider such as "Even though schools have embraced the digital revolution, reading and mathematics test scores are at about the same level that they were 40 years ago...it is evident that the positive impact of technology does not happen automatically. Its impact is determined by how teachers use the technology in their classroom instruction, not just the acquisition of technology."

This article focuses on the experience of children with disabilities in an increasingly technology dominated world. Wise addresses many associated issues including: disparities for healthcare including children with disabilities. Certain ethical questions arise with the advent of new technology, for example terminating a childbirth because you know that the child will have some disability. In the end it comes to technology access, Wise believes. As long as there is inequity in access, technology may have a negative impact on those with special needs.

In this paper we report on two surveys and offer an introductory plan that librarians may use to begin implementing mobile access to selected library databases and services. Results from the first survey helped us to gain insight into where students at Utah State University (USU) in Logan, Utah, stand regarding their use of mobile devices for academic activities in general and their desire for access to library services and resources in particular. A second survey, conducted with librarians, gave us an idea of the extent to which responding libraries offer mobile access, their future plans for mobile implementation, and their opinions about whether and how mobile technologies may be useful to library patrons. In the last segment of the paper, we outline steps librarians can take as they "go mobile." [PUBLICATION ABSTRACT] [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1022030098/E42CA3FE9EF84F7CPQ/1?accountid=8067 Dresselhaus, A., & Shrode, F. (2012). Mobile technologies & academics: Do students use mobile technologies in their academic lives and are librarians ready to meet this challenge? Information Technology and Libraries (Online), 31(2), 82-101. Retrieved from http://search.proquest.com/docview/1022030098?accountid=8067

"The 2009 "Horizon Report" called mobile technologies "an opportunity for higher education to reach its constituents in new and compelling ways." The report implied that academic libraries would find them to be the ideal tools for bringing reluctant researchers to the library, mainly for their convenience. It's not hard to see why--in 2008, mobile phones were in the hands of more than 4 billion users, a 61% penetration rate worldwide. By 2012, the mobile phone is expected to outsell the personal computer. The leaders in mobile communication are, not surprisingly, adults in the 18 to 29 age group, the traditional college-age student. Academic libraries are not blind to this--a 2009 "Library Journal" survey found that 65% of academic libraries either already offer or plan to offer mobile services. If one's library is in that 35% with no plans for mobile outreach keep reading--one will find ideas to make his/her library a true 21st-century information hub." [Abstract from ERIC Database.] Link to the full-text article in the ESC EbscoHost Education Source database: http://eds.a.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=28&sid=777400f5-917a-43a0-83b8-26cdc83f8315%40sessionmgr4003&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=63993342&db=a9h Kosturski, K., & Skornia, F. (2011). Handheld Libraries 101: Using mobile technologies in the academic library. Computers in Libraries, 31(6), 11-13.

Hi Robert, the proliferation of mobile technologies and the need for all Internet using facitilties, including libraries, to make their content available and searchable is definitely here. My personal experience is that I keep toggling back and forth between my smartphone and my laptop. However, I notice that my children (now in their 20s) are using their phones for everything. So keeping abreast of the changes this requires, like keeping everything legible within the relatively small screen, expecting users to use the 'portrait' version more frequently than landscape, is something that all web designers have to adapt to. Thanks for this article. M

The preservation of cultural memory falls upon custodians of cultural memory. "Separating usage [allowing users to utilize exact replicas] from the original, digital technology affords multiple, simultaneous uses from a single original in ways that are simply not possible for materials stored in any other form" (p. 2). Although digital technologies afford advantages in the digital preservation of information, using digital technologies for preservation of original works poses ethical and moral concerns not previously encountered. Again, the continual evolution of technological devices and software severely challenges archival efforts. "…technological obsolescence represents a far greater threat to information in digital form than the inherent physical fragility of many digital media" (p. 5). "Jeff Rothenberg, for example, has recently suggested that there may be sufficient demand for entrepreneurs to create and archive emulators of software and operating systems that would allow the contents of digital information to be carried forward and used in its original format" (p. 6). Perhaps the greatest challenges facing digital archiving are "costs and the technical, legal and organizational complexities of moving digital information forward into the future raise our greatest fear about the life of information in the digital future: namely, that owners or custodians who can no longer bear the expense and difficulty will deliberately or inadvertently, through a simple failure to act, destroy the objects without regard for future use" (p. 7). To this end, the "Commission on Preservation and Access and the Research Libraries Group (RLG) have joined together in charging the Task Force on Archiving of Digital Information to take this first essential step toward a national system of digital preservation. They have asked the Task Force to "consult broadly among librarians, archivists, curators, technologists, relevant government and private sector or

At Health IT Outcomes, we've made it our mission to provide the healthcare industry with expert guidance on technology system selection, integration, project management, and change management. To help achieve this goal, we speak with industry leaders on everything from EHRs to HIEs to HIM, and then share these conversations with you.

I am interested in reading this article to learn about how patient care is being "powered by technology", as I teach in allied health profession (radiologic science) that utilizes technology extensively, but cannot read entire article unless I sign up Health IT Outcomes.

This article in USA Today this morning http://www.usatoday.com/story/news/2016/02/03/low-moderate-income-families-under-connected/79724512/ led me to finding this study about access to high speed internet and current technology resources for lower income families. It was also interesting to me to read the comments on USA Today (usually something I actively avoid on most news sites) to see general public perceptions and reactions which were mainly negative in regards to what the report had to say about access and distribution.

Where I work i probably see this issues the most. Parents scramble to make sure their kids can have the use of technology for education purposes now and while Mobile Phones help, not all sites are Mobile friendly. Resources need to be available using more than one access point (computer, tablet, phone, laptop) for families to be successful in this Technology age.

ABSTRACT: The teaching of digital literacies is regarded as an important facet of literacy teaching in the 21st century. With many literacy tests continuing to indicate that students' levels of achievement tend to be differentiated along socioeconomic lines, it seems timely to consider the connections between home and school and how these play out in relation to digital literacies. This is particularly important in light of the considerable evidence that has demonstrated how important home-school connections are in ensuring improved traditional literacy outcomes for students from low socioeconomic backgrounds. With these points in mind, this article reports on an investigation into the usage of digital technologies in two middle-years classrooms in low socioeconomic suburbs in a regional Australian city. Using a range of ethnographic techniques, the study explored two teachers' approaches to teaching students how to use digital technologies in one school term. Through snapshots of digital practices in the two classrooms, three issues are considered: teachers' pedagogical approaches; students' access to digital technologies at home and at school; and the teachers' recognition of students' prior knowledge of digital technologies. The article concludes by reflecting on the need for teachers to draw on the digital literacies that students are using in their out-of-school lives, to make bridges to school learning and thus address the challenge of preparing students to be literate in the 21st Century.

This article examines technology trends in higher education and how they impact student habits and preferences in college libraries. A study was conducted among students at the Sam Houston State University in East Texas to investigate their usage of electronic devices and technologies such as text messaging, Twitter, podcasts, Really Simple Syndication (RSS) feeds, and social networks. Results indicate that students do wish that basic library services were available through the most popular social networking sites and Internet technologies. Topics include a review of literature consulted, methods used, and the demographics of the student body researched. [Abstract from ESC Academic Search Complete database] Link: http://eds.b.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=7&sid=32d26eef-5aab-4af2-ad1a-c9624344797d%40sessionmgr115&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=61993848&db=a9h Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L., & Turney, L. (2011). Higher Education and Emerging Technologies: Student Usage, Preferences, and Lessons for Library Services. Reference & User Services Quarterly, 50(4), 380-391.

"Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile lifestyles in support of their learning. Based on a review of the literature of technology acceptance and trends in mobile device usage in learning, this researcher tested the predictive power of the Mobile Learning Acceptance Model (MLAM) in an online higher education setting. MLAM is an extension of the technology acceptance model (TAM) inasmuch as it seeks to obtain user perceptions of usefulness and ease of use and their effect on user attitude and behavioral intention to use mobile devices for learning. For this research, users included students and faculty. Current literature indicates that student desire for access to a variety of learning resources anywhere anytime is growing yet little is known regarding faculty perceptions regarding mobile learning (m-learning) or on how institutions can position themselves to meet the growing demand. A web-based survey design was used to test MLAM using a previously developed and validated instrument, though updated to include and exclude what is now or no longer applicable and the wording modified to ensure relevancy to the target population studied. Exploratory factor analysis was performed to validate the factor structure. Multiple regression analysis was performed to determine which factors had the greatest influence on m-learning acceptance." [Abstract from ERIC database.] Link: http://search.proquest.com.library.esc.edu/docview/1399418322/abstract?accountid=8067 Marrs, K. (2013). An investigation of the factors that influence faculty and student acceptance of mobile learning in online higher education. Retrieved from http://search.proquest.com.library.esc.edu/pqrl/doc

Academic libraries have traditionally provided computers for students to access their collections and, more recently, facilitate all aspects of studying. Recent changes in technology, particularly the increased presence of mobile devices, calls into question how libraries can best provide technology support and how it might affect the use of other library services. A two-year study conducted at California State University San Marcos library analyzed student use of computers in the library, both the library's own desktop computers and laptops owned by students. The study found that, despite the increased ownership of mobile technology by students, they still clearly preferred to use desktop computers in the library. It also showed that students who used computers in the library were more likely to use other library services and physical collections. [ABSTRACT FROM AUTHOR] [Abstract from ESC Academic Search Complete database] Link: http://eds.a.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=18&sid=777400f5-917a-43a0-83b8-26cdc83f8315%40sessionmgr4003&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=89086995&db=a9h Thompson, S. (2012). Student Use of Library Computers: Are Desktop Computers Still Relevant In Today's Libraries?. Information Technology & Libraries, 31(4), 20-33