Want to create media? Then come visit the Digital Media Lab! The 24 iMac stations contain professional-level media software as well as on-site tutors during open-lab hours. The DML is located in UW2-121 next to the QSC and Writing Center.
News and Updates on Technology Use in Higher Education
After a semester of testing out iPads, early reports are detailing how iPads have been useful in browsing websites and e-mail and other generally lightweight tasks. Feedback from students found that about half used the device more for entertainment while the rest tended to use the iPad as a supplemental tool in the classroom rather than something that replaced textbooks and laptops.
As reported in a recent Campus Technology article, the use of iPads has been increasing in higher education institutions. A continually updated list of colleges and universities along with other industries using the iPad is maintained by ZDNet bloggers at http://ipadpilots.k12cloudlearning.com/. Although initially approached with some skepticism regarding its use in education, it seems that more institutions are adopting iPads for use not just as an experimental tool but for classes as well.
A new report by Educause has revealed some interesting insight in to how students and faculty are using technology in the classroom. With technology such as Learning Management Systems (LMS a.k.a. CMS), response devices (“clickers”), and web tools (Google Apps, Youtube, etc.) being used daily in classrooms around the nation, both students and faculty have come to expect such technology to be used in classes, albeit for different purposes. Excerpts from the article below:
Some of the key takeaways from the report:
- Students and faculty use course management systems much more frequently than any other technology.
- Professional students use classroom response devices (“clickers”) and Education students use e-portfolios more often than students in other fields use either.
- Faculty in all disciplines rarely use blogs, collaborative editing tools, and games and simulations.
- Students and faculty have different expectations and use technologies in different contexts, which can create tension and misunderstandings between the two groups.
- Finally, we must explore potential differences in how students and faculty view and use academic technologies — they are two very different populations who use these technologies in very different contexts.
- Second, we must understand their experiences in the contexts in which they live them. Arguably, one of the most pervasive contexts is the structure of academic disciplines that permeates American higher education. (more…)