An iPod Touch in Every Classroom?: Yes, with Education Focused Apps « Wired ... - 0 views
Survey finds smart phones transforming mobile lifestyles of college students - 0 views
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Text messaging has overtaken e-mail and IM as the main form of communication as 94 percent of students send and receive text messages. About 62 percent of students admitted to texting while in class. Students use cell phones to keep in touch with family and friends with 59 percent texting, 17 percent using voice, 9 percent sending IMs and 7 percent using e-mail. Cell phone camera usage has surged, with 72 percent of respondents reporting that they take and send photographs via their cell phone, up from 30 percent in 2005. About 39 percent take and send video using their cell phone, up from 4 percent in 2005.
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Hanley's latest study is part of his continued research into the mobile communication habits of young adults. He has conducted surveys of 4,907 college students twice annually since 2005, finding that: Text messaging has overtaken e-mail and IM as the main form of communication as 94 percent of students send and receive text messages. About 62 percent of students admitted to texting while in class. Students use cell phones to keep in touch with family and friends with 59 percent texting, 17 percent using voice, 9 percent sending IMs and 7 percent using e-mail. Cell phone camera usage has surged, with 72 percent of respondents reporting that they take and send photographs via their cell phone, up from 30 percent in 2005. About 39 percent take and send video using their cell phone, up from 4 percent in 2005.
The iPad and Information's Third Age | Open Culture - 2 views
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Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
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A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
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It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
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Access Flash websites on an iPhone, iPad or iPod Touch (including Webkinz and... - 0 views
Student challenges prof, wins right to post source code he wrote for course - Boing Boing - 0 views
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Kyle's a student at San Jose State University who was threatened with a failing grade for posting the code he wrote for the course -- he wanted to make it available in the spirit of academic knowledge-sharing, and as code for potential future employers to review -- and when he refused, his prof flew into a fury and promised that in future, he would make a prohibition on posting your work (even after the course was finished) a condition of taking his course.
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The most important lesson from it for me is that students want to produce meaningful output from their course-assignments, things that have intrinsic value apart from their usefulness for assessing their progress in the course. Profs -- including me, at times -- fall into the lazy trap of wanting to assign rotework that can be endlessly recycled as work for new students, a model that fails when the students treat their work as useful in and of itself and therefore worthy of making public for their peers and other interested parties who find them through search results, links, etc.
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And in this case, it's especially poignant, since Kyle's workflow actually matches the practices of real-world programmers and academic computer scientists: coders look at one anothers' examples, use reference implementations, publish their code for review by peers. If you hired a programmer who insisted that none of her co-workers could see her work, you'd immediately fire her -- that's just not how software is written. Kyle's prof's idea of how computer programmers work is exactly what's meant by the pejorative sense of "academic" -- unrealistic, hidebound, and out-of-touch with reality. Bravo to Kyle for standing his ground!
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iPhone/iPod Apps for K-12 - 0 views
10 High Fliers on Twitter - Chronicle.com - 0 views
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But the real value of Twitter, he says, is what he learns by watching the other messages coming in — from college students, venture capitalists, journalists, and others he follows. "The fact that they're watching the news for me, scouting the Web for me, and editing the Web in real time — that's the value of it," he said. He started using the service more than a year ago after he was encouraged to do so by his friend, the journalism blogger Jeff Jarvis. Mr. Rosen says it complements his own blog, PressThink, letting him reach new audiences and interact with more people.
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She told me that she regularly pitches stories to journalists via Twitter, and she believes that watching the feeds of journalists helps her build personal relationships with them.
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Mr. Parry was one of the first to try Twitter as a teaching tool — we wrote about his experiments last year (The Chronicle, February 29, 2008). He has gained many followers of his Twitter feed, where he shares his experiences using technology for teaching and research. He led a panel about microblogging at the annual conference of the Modern Language Association in December, which he organized via Twitter.
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Why an iPod Touch in education? - 0 views
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