Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession.
The emergence of new scholarly forms of authoring, publishing, and researching outpace sufficient and scalable modes of assessment.
Too often it is education’s own processes and practices that limit broader uptake of new technologies.
The demand for personalized learning is not adequately supported by current technology or practices.
New models of education are bringing unprecedented competition to the traditional models of higher education
Most academics are not using new technologies for learning and teaching, nor for organizing their own research.
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