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Google's Eric Schmidt on What the Web Will Look Like in 5 Years
"Google CEO Eric Schmidt envisions a radically changed internet five years from now: dominated by Chinese-language and social media content, delivered over super-fast bandwidth in real time. Figuring out how to rank real-time social content is "the great challenge of the age," Schmidt said in an interview in front of thousands of CIOs and IT Directors at last week's Gartner Symposium/ITxpo Orlando 2009."
Economist.com
HOW long will it be before everyone on Earth has a mobile phone? “It looks highly likely that global mobile cellular teledensity will surpass 100% within the next decade, and probably earlier,” says Hamadoun Touré, secretary-general of the International Telecommunication Union, a body set up in 1865 to regulate international telecoms. Mobile teledensity (the number of phones per 100 people) went above 100% in western Europe in 2007, and many developing countries have since followed suit. South Africa passed the 100% mark in January, and Ghana reached 98% in the same month. Kenya and Tanzania are expected to get to 100% by 2013.
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South Africa passed the 100% mark in January, and Ghana reached 98% in the same month. Kenya and Tanzania are expected to get to 100% by 2013.
Handbook of Emerging Technologies for Learning - Emerging Technologies for Learning
This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.
Demos | Publications
British universities have world-class reputations and
they are vital to our social and economic future. But they
are in a tight spot. The huge public investment that
sustained much of the sector is in jeopardy and the
current way of working is not sustainable. Some are
predicting the end of the university as we have known it.
Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality (EDUCAUSE Review) | EDUCAUSE
How can those of us in higher education best understand new technologies? The phrases "emerging technologies" and "evolving technologies" remind us that the digital world is largely in flux. New devices, altered applications, and shifting practices keep crossing over the horizon—or quietly appearing in our midst.
Becoming an Effective Teacher
The aim of this module is to enable participants to further their professional development as educators by undertaking self-evaluation against frameworks and models attempting to describe effective teaching, gaining insights into the processes which support the development of teaching expertise, focusing on their own priorities (derived from self-evaluation) and on key contexts for practice (particular clinical settings, interprofessional education).
eLearn: Feature Article
George Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.
The EDUCAUSE Top Teaching and Learning Challenges 2009 | EDUCAUSE
5 top challenges in teaching and learning with technology
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- Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation.
- Developing 21st century literacies (information, digital, and visual) among students and faculty.
- Reaching and engaging today's learner.
- Encouraging faculty adoption and innovation in teaching and learning with IT.
- Advancing innovation in teaching and learning with technology in an era of budget cuts.
After months of spirited discussion, the EDUCAUSE community has identified their top five challenges in teaching and learning with technology.
Unisa Online - demedia
`Technological developments in recent years have provided greater scope in the selection and combination of media for presenting courses in distance education. This article explores the uses and limitations of a number of `old' and `new' media in distance education from the perspective of their educational and communication advantages. The main emphasis is not on technological developments, but on the potential of various media to create a greater degree of interaction between tutor and student than has previously been possible through traditional media such as print and audio-visual media.'
Technology Integration Matrix
What is the Technology Integration Matrix?
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
Tech that Gen Y will sweep away | Tech News on ZDNet
Web 2.0 evangelist Don Tapscott - author of tech titles including Wikinomics and The Digital Economy - is forecasting a "big conflict" in the office, sparked by the generation of 11- to 30-year-olds who are determined to reshape the workplace in their own image.
Meeting the Top Challenges in Teaching and Learning with Technology (Notes from March 24th discussion session) | EDUCAUSE CONNECT
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Five topics were presented and voted upon, to drill down to two for discussion
1. Creating learning environment that promote active learning, critical thinking, collaborative learning, and knowledge creation. (winner)
2. Developing 21st century literacies
3. Reaching and engaging today’s learners
4. Encouraging faculty adoption and innovation in teaching and learning with IT. (winner)
5.Advancing innovation in teaching and learning in an era of budget cuts
Innovate: Learner-Interface Interaction for Technology-Enhanced Active Learning
Neelu Sinha, Laila Khreisat, and Kiron Sharma describe how learner-interface interaction promotes active learning in computer science education. In a pilot study using technology that combines DyKnow software with a hardware platform of pen-enabled HP Tablet notebook computers, Sinha, Khreisat, and Sharma created dynamic learning environments by integrating classroom and computing environments. Results of the pilot study indicate that the learner-interface interaction provided by this versatile learning environment, which is based on a hands-on approach with real-time feedback, has enabled active learning for face-to-face computer science courses from introductory to advanced levels. These new technologies facilitate the creation of a nonthreatening, flexible, and challenging learning environment with a focus on practical applications, potentially narrowing the perceived gap between theory and practice in computer science education and aiding in student and teacher recruitment and retention.
Demos | Projects | Open Universities | Overview
This project will explore how technological and social change will impact on Universities.
All three of a university's traditional missions are changing rapidly. First, in education, teachers are having to adapt to a context in which they are one source of information among many. Secondly, in research, ICTs have opened up the possibility of new forms of collaboration and communication, particularly in the sciences. Debates about open access are already filtering into the practice of science itself, as researchers begin to share lab notes and data around the world. Lastly, the emergence of Universities' 'third mission', incorporating elements of knowledge transfer and community engagement, presents challenges for higher education to which technology is well placed to contribute.
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
- Some in HE are starting to make this move away from an instructivist approach to one more aligned to social and situated learning. However, they tend to be the brave ones. - willstewart on 2008-12-02
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There is an inherent tension between the rhetoric of Web 2.0 and current educational
practices. -
today’s digital environment is characterised by speed
and immediacy; the ability to access a vast amount of information at the click
of a mouse, coupled with multiple communication channels and social networks.
This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. Just as there has been a backlash against ‘fast food’ with the ‘slow
food’ movement, some are arguing for the need to a return to ‘slow learning’
as a counter to the speed and immediacy that digital learning appears to offer. - 8 more annotations...
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