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What is Banana TV? Banana TV lets you use AirPlay (and now AirTunes!) for your Mac as well - play video or images from your iPad, iPhone or iPod Touch running iOS 4.2 or higher directly onto any networked Mac.

Kim told me he wants to enable anyone to build their own portfolio of educational content – to build hundreds of Khan Academies. That’s a goal that puts teacher- and student-generated content at the center of education, one enabled by a simple, but smoothly functioning app — all on a portable device.

At the same time as many educators are rethinking the hardware involved with instruction, some are rethinking other ways in technology can change the classroom. Some are experimenting with the “flipped classroom” — the idea, made quite famous lately thanks to Khan Academy, that videotaped instruction can be assigned as homework, while in-class time can be used for more personalized remediation, for collaboration among teachers and students, and for the types of exercises that have typically been seen as homework. A new app taps into both of these phenomena: bringing an interactive whiteboard-like experience to the iPad and to the Web and making it easy for iPad owners to create their own instructional videos.

"At Penn State, we needed a clicker system that was both easy to use and flexible enough to support our wide-ranging teaching methodologies," said Dave Test, a member of the university's technology classroom support organization. "With i>clicker, our faculty can easily implement clickers into their courses, adding myriad engagement opportunities with their students, but without the steep learning curve that we've experienced in the past. i>clicker gives us rock solid reliability and all of the features we need, without all of the headaches of other clicker systems."

More than two-thirds of a large group of college students say that tablet computers will change the way students learn, according to survey results released today

Most of the students were not speaking from experience: Only 7 percent of the college students and 4 percent of the high school seniors owned one. Still, 69 percent of the college students said that tablets will transform higher education, and 48 percent said tablets will replace textbooks—at least as we currently understand textbooks—within the next five years.

That attitude may change once they try to study with tablets for an exam. Several pilot projects with tablets have found that students are frustrated with the difficulties in adding notes to digital books

Advanced capture technology has become almost ubiquitous in higher education: If your institution doesn't have it, chances are that you're trailing the competition. Students want it. Tech-savvy teachers like it. And blended learning environments practically demand it.

Interestingly, faculty at many institutions now see lecture capture as a way to help transform those large classes into the kind of interactive learning experience that Laster describes.

Laster feels that lecture capture really comes into its own in those courses that teach the fundamentals to large classes. "Lecture capture as a replacement for the 400-student experience in the lecture hall can make a lot of sense," he explains. "But where you have a more interactive classroom style, it doesn't make sense."

After months (okay, maybe weeks) of planning, I’m excited to announce the introduction of the College of the Liberal Arts iPad Summer Research Project (CLAISRP?  Perhaps this is an initiative that is better left without an acronym.) We in the Liberal Arts are already exploring the utility of the iPad for classroom use, thanks to the efforts of Stuart Selber.

Students are allocated 110 subsidized sheets each semester, paid for by the Information Technology fee. You may purchase more sheets at any time.

Here is a chart of how many sheets we charge for different types of print jobs.

The College of the Liberal Arts teamed up with Educational Technology Services and University Libraries to offer LASTS, a day of panels and peer-to-peer discussions centered on incorporating technology with both teaching and research.

In a former textile mill in downtown Manchester, the university's president, Paul J. ­LeBlanc, has installed a team of for-profit veterans who help run a highly autonomous online outfit that caters to older students, with classes taught mostly by low-paid adjuncts. Their online operation is the institution's economic engine, subsidizing its money-losing undergraduate campus, known as University College, whose 2,350 students enjoy a new dining hall, Olympic-size pool, and small classes taught largely by full-time professors. "The traditional campus, in some ways, now has the resources to be even more traditional," Mr. LeBlanc says in his office on the suburban main campus, four miles from the online college. "And the nontraditional, with this split, has the ability to be even more nontraditional."

"It doesn't seem to me to be the 'disruptive innovation' that's going to transform things," says Richard Arum, a professor of sociology and education at New York University and one of the authors of Academically Adrift, a harsh critique of undergraduate learning. "It seems to me like just business as usual.

A lucrative one, too. With 7,000 online students, up from 1,700 four years ago, the College of Online and Continuing Education is on track to generate $73-million in revenues this year and more than $100-million next year. It posted a 41-percent "profit" margin in the 2011 fiscal year. The university plows the surplus into new buildings, employee salaries, financial aid at the traditional campus, and improvements in the online program.

The printing press brought about a radical change. People began getting their information primarily by seeing it -the printed word. The visual sense became dominant. Print translates one sense-hearing, the spoken word-into another sense sight, the printed word. Print also converts sounds into abstract symbols, the letters. Print is or derly progression of abstract, visual symbols. Print led to the habit of categorizing-putting everything in order, into categories, "jobs," "prices," "departments," "bureaus," "specialties." Print led, ultimately, to the creation of the modern economy, to bureaucracy, to the modern army, to nationalism itself.

People today think of print as if it were a technology that has been around forever. Actually, the widespread use of print is only about two hundred years old. Today new technologies-television, radio, the telephone, the computer-are causing another revolution. Print caused an "explosion"-breaking society up into categories. The electronic media, on the other hand, are causing an "implosion," forcing people back together in a tribal unity.

. There will be a whole nation of young psychic drop- outs-out of it-from the wealthy suburbs no less than the city slums. The thing is, all these TV-tribal children are aural people, tactile people, they're used to learning by pattern recogni tion. They go into classrooms, and there up in front of them are visual, literate, print-minded teachers. They are up there teaching classes by subjects, that is, categories; they've broken learning down into compartments -mathematics, history, geography, Latin, biology-it doesn't make sense to the tribal kids, it's like trying to study a flood by counting the trees going by, it's unnatural.

The iPad is being trialled in a large number of schools and educational settings across Australia. This theme page provides links to school trials, app review sites, blogs by teachers using iPads and a range of other useful resources for iPads in and out of the classroom.

Q: What are some of the ways that you've applied ideas and research about attention and learning in your own classroom? A: I rarely lecture anymore. I structure my classes now with each unit led by two students, who are responsible for researching and assigning texts and writing assignments and who then are charged with grading those assignments. The next week, two other students become our peer leaders. Students learn the fine art of giving and receiving feedback and learning from one another. I structure midterms as collaborative “innovation challenges,” an incredibly difficult exercise which is also the best way of intellectually reviewing the course material I’ve ever come up with. In other words, more and more I insist on students’ taking responsibility for their learning and communicating their ideas to the general public using social media.

If you want to learn more, you can find syllabuses and blogs on both the HASTAC and the DMLCentral site. I posted about “This Is Your Brain on the Internet” and “Twenty-First Century Literacies.” I also led a forum on interactive pedagogy in large lecture classes.