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"Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers' perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified-"core" technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and "marginal" technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being "leading" universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than "one size fits all" directives."

There's a subtle but steady shift happening in classrooms across the nation. More and more, schools are seeking efficient, cost-effective alternatives to using paper and supporting over-priced textbook companies. One way is by supporting technology in schools. Schools are seeking ways to upgrade and sustain wireless infrastructures and integrate mobile devices that broaden teaching and learning opportunities. Similarly, schools are decreasing their dependency on paper and incorporating digital workflows.

"Tool designers who want to intervene in the new world of letters should look first to the social history, and to the social future, of reading. The web has made newly visible the diversity of interest groups among the general population of readers; it has also made the members of those groups more visible to each other, enabling them to define themselves and their needs in ways that perhaps change their behavior. The new and changed audiences that have emerged in the digital domain include data miners, professional readers who read scientific papers for industry, scientists on the semantic web, wiki contributors who treat their activity as leisure, and high school and college/university teachers who want to use digital tools to engage students or experiment with flipped-classroom pedagogy. "

The Modern Language Association likes to keep up with the times. As we all know, some information breaks first or only on Twitter and a good academic needs to be able to cite those sources. So, the MLA has devised a standard format that you should keep in mind.

Several institutions have redesigned  traditional learning spaces to better  realize the potential of active,  experiential learning. We compare  student performance in traditional  and active learning classrooms  in a large, introductory biology  course using the same syllabus,  course goals, exams, and instructor