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Some of the key takeaways are: 38% of respondents agree or strongly agree that educators should use social media to reach students where they are, while 24% disagree or strongly disagree.  To me, the fact that 39% rated this item as "neutral" says that many faculty are still trying to figure this out.  58% agree or strongly agree that social media can be a valuable tool for collaborative learning, and 70% believe video, podcasts, blogs and wikis are valuable tools for teaching.80% of faculty reported that they were using social media in some aspect of a course that they are teaching.  A smaller number of respondents felt Facebook and Twitter had value in the classroom, though it was interesting to see that they rated Facebook as a tool that they use personally (57%) and professionally (45%) outside of class.  The statistic that really blew me away was the fact that 91% of faculty use social media either for professional purposes or in their classes, or both, and a similar study conducted by McKinsey of workplaces showed only 47% used it.  Are faculty in higher education more cutting edge than they are given credit for?  This statistic seems to indicate that. 

To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping

To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping

To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech

So, why are they so involved in social media? Geoff Halberstadt, undergraduate student in the College of the Liberal Arts, said that social media has reached the point where it cannot be ignored. Students are heavily engaged in social media, and it is a primary method of communication for them. “Students live in an age of technology, an instantaneous age, and they want information now,” Halberstadt said. “The College can truly engage students by providing instant information.”

Despite the iPad's popularity—Apple has sold nearly 15 million of them and just came out with the iPad2; and there are dozens of competitors, like the Samsung Galaxy—early studies indicate that these finger-based tablets are passive devices that have limited use in higher education. They are great for viewing media and allow students to share readings. But professors cannot use them to mark up material on the fly and show changes to students in response to their questions, a type of interactivity that has been a major thrust in pedagogy.

“The key thing is to use existing architecture where possible. Institutions develop institutionalized approaches. Like locking themselves into inefficient, inappropriate and expensive software systems,” says Worth “Twitter granted me access to the discourses that I wanted to listen to, learn from, and engage with.”

“That ideological program is pushing an out-moded model of learning, where more time in the classroom listening to a teacher’s broadcast is the goal. Thinking creatively about teaching demands an emphasis on engagement. Leveraging social media technologies to extend learning beyond the classroom is central to engagement.”

The classes are centered around experimentation with – and use of – social media tools, because Worth believes them essential to his students’ future career. In the internet age, the photographer is not only a producer, they are also distributor and publisher. Getting the University to adopt services like Flickr, Soundcloud, Audioboo, Twitter and Google Docs was essential to eliminate any barriers to entry, but it was a difficult battle to wage.

This centralized resource was set up in order to avoid duplication of resources, to ensure consistency of quality and user interface/experience and to be sure branding guidelines are followed.

At Penn State University, Director of Education Technology Services Allan Gyorke said the former student staple is now rarely spotted in dorm rooms. "The desktop PC is dead," Gyorke said, estimating that 95 percent of students now bring a laptop or tablet media device to campus instead of using a traditional PC in their dorm room. Those newer devices, he said, are easier to store and easier to set up.