UW Bothell | Learning Technologies

Institutions using iPad note that iPad good for “lightweight tasks”

Institutions using iPad note that iPad good for “lightweight tasks”

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 somethingRead more about Institutions using iPad note that iPad good for “lightweight tasks”[…]

iPad use Increasing in Higher Education

iPad use Increasing in Higher Education

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 iPadsRead more about iPad use Increasing in Higher Education[…]

Comparison of Student and Academic Technology Use Across Disciplines

Comparison of Student and Academic Technology Use Across Disciplines

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. Read more about Comparison of Student and Academic Technology Use Across Disciplines