103 Matching Annotations
  1. Apr 2019
    1. Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

      Rating: 9/10.

    1. The article, published in Cornell University's React publication, is an overview of technology that is currently being used in the classroom. There is an overview of interactive abilities using these technologies and a conclusion that technology should always be used to enhance and not replace.

      Rating: 6/10. Short.

    1. This article is a breakdown from the U.S. Department of Education around the types of learning environments that exist in the technology arena. It provides examples of schools fulfilling these different environments and offers a collection fo additional resources.

      Rating: 9/10

    1. The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

      Rating: 9/10.

    1. This journal article, written by Amaury Nora, who is currently the Dean for Research at the University of Texas San Antonio and Blanca Plazas Snyder who was pursuing a degree in educational psychology at the time this article as written. The author's bring an honest review of technology and include the benefits, the downfalls and they identify areas where more research needs to be conducted (especially around student persistence).

      Rating: 9/10. The article is informative and takes many perspectives. The only flaw is that when discussing technology in Higher Education, this article is from 2008, but it was also helpful to get the perspective from 10 years ago.

  2. Mar 2019
    1. This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.

    1. This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

    1. This article is about technology integration in the classroom and how to support teachers and schools during the process. It provides recommendations on how to handle distractions and the level of engagement that should be happening between peers. This article takes a deep dive into learning in general and how it prepares students for the real world. Rating: 7/10

    1. At a recent keynote speech (2016), Richard Culatta, former director of the Office of Educational Technology for the US Department of Education, noted that more than half of higher education enrollments for 2016 are nontraditional students.

      Reinventing higher education is essential for diverse learners. A study in 2016 found that more than half of higher education students are "nontraditional students." Meaning they need special accommodations. One essential accommodation of online learning is that students can watch or reread content multiple times if needed. This is in contrast to a traditional classroom where the lecture can only be heard once. Also, while text only information is not for everyone, it is still essential to blind students. But, alternatives such as slide shows must also be present. To add in more technology one must involve administration, staff and faculty before jumping in too quickly.

      Rating 6/10

    1. This article is for teachers and contains multiple resources about how to integrate technology into the classroom and the different types of technology integration. This article is full of examples and ideas teachers can use to facilitate technology in the classroom. Rating: 9/10 for use of examples and practical application.

    1. The use of digital technologies across the adult life span in distance education.

      Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.

    1. Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges

      From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.

      Rating 7/10

    2. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

    1. Educational technology professional development as transformative learning opportunities

      Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10

    1. 1Engaging Adults Learners with TechnologyThrough hands-on experience and reviewing the literature, two instruction librarians explore and model best practice

      This article comes from the Twin Cities Campus Library and discusses how to engage adult learners with technology. First, it looks at Kolb's learning model of instructional design which includes that adults must have applying, awakening, practicing and observing. It is also imperative to have hands on learning when it comes to technology. Rating 7/10

    1. Technology Starts with Professional Development and Training

      This EdTech article focuses on the fact that integration of technology MUST start with an emphasis on coaching and teaching teachers first. One district, Calcasieu Parish Public Schools has found that you must, "select technology that supports our learning goals rather than building curriculum around technology." and "We don't put technology into the classroom without first giving hands-on trainings to teachers." Because of the need to train teachers first, there is an entire section of this article devoted to how adults learn! However, this article simply talks about adult learning for educators and how professional development is best during the day to minimize stresses for teachers. Rating 6/10

    1. AMR in 120 Seconds

      This YouTube video is a quick overview of the SAMR model of instruction essential for universal design. "S" stands for substitution - New tech replaces old material but does not change text. "A" stands for augmentation - students work to complete a task such as on google docs. "M" stands for modification - tech is used to redesign part of task and transform learning. Ex. google docs comment feature provides instant feedback. "R" stands for redefinition - design and create new tasks. Ex. communicating across world through google docs, discussing it through google voice and recording it all as presentation. Rating 10/10

    1. Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search

      Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10

    1. Learning Technologies that Increase the Impact of Classroom Training

      Learning Technologies the Increase the Impact of Classroom Training stresses that with technology the classroom is no longer teacher-centered but rather a more active learning approach that meets the needs of more learners. Technology driven activities to include in teaching are create a blog or wiki, create a podcast or publish students work. All of these offer a great way to engage learners but have changed the environment for the learner significantly. Rating 8/10

    2. Learning Technologies that Increase the Impact of Classroom Training

      Training Industry published this article about some learning technologies that increase the impact of classroom training. These can include class-oriented webpages, multimedia presentations, and activities, as well as web-based scoring systems and supplements. For instance, learners could collectively create a blog or a webcast and use those tools to communicate with each other to help facilitate learning. This is helpful when teaching a technology-fluent group that is excited to do hands-on activities. 6/10

    1. “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more

      In this article, the author argues that the US can learn something about technology from the rest of the world. Chile, for example, has more cellular phones than the US but is considered a third world country. What can the US learn from this? The ed tech catalogues are too complex and too challenging for teachers to use. The article states, “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more weight than experimental evidence or product marketing),” states the report, crafted from over 100 interviews with educators, policymakers and entrepreneurs, conducted from September to December 2018." The US also needs to extend access to technology out of the schools and into the homes. There needs to be more groundwork from the US to create a better system. Rating 7/10

    1. This article contains the following sections:Getting Started Integrating Technology Across the Access Spectrum Getting to "Seamless" Integration Tips for Shared Hardware Creating a Professional-Development Plan Hardware and Equipment Using Technology for Feedback and Assessment The Role of Digital Citizenship

      Edutopia presents multiple ways to integrate technology into the classroom efficiently and effectively. The article begins with how to get started. This will help the average teacher create a seamless integration of technology. Then, it moves on to how to use technology across the curriculum, how the school can provide effective professional development to aid in teacher success and how the role of digital citizenship can make or break the effectiveness of the integration.

      Rating 10/10

    1. A Pedagogical Framework for Technology Integration in ESL Classrooms 191is that in an online reading environment designed with embedded compre-hension strategy supports, ELLs’ comprehension gains were significantly associated with their frequency of using coaching avatars that provided sup-port for effective use of reading comprehension strategies (Proctor et al., 2007). Ubiquitous technology environments can arouse student interest in us-ing the technologies (Huang, Huang, Huang, & Lin, 2012; Sandberg, Maris, & de Geus, 2011) and promote better learning outcomes in listening, speak-ing and vocabulary acquisition (Gromik, 2012; Liu & Chu, 2010; Sandberg et al., 2011). Sandberg et al. (2011) observed that when students took home a smartphone to learn English about zoo animals, they were motivated to use it in their spare time, which enabled them to outperform those who did not take the mobile applications home. Technologies designed to adapt to individual learners’ needs have also demonstrated positive effects in promoting learning (Lo, Wang, & Yeh, 2004; Chen & Chung, 2008; Hsu, Hwang, & Chang, 2010; Jia, Chen, Ding, & Ruan, 2012; Wible, Kuo, Chien, Liu, & Tsao, 2001). Lo et al. (2004) used a hypermedia-based English prepositions learning system2 to diagnose students’ errors and provide adaptive remedial instructions, which signifi-cantly improved students’ confidence and learning outcomes. Challenges. The degree of freedom that teachers should give students when students use technology for language learning deserves exploration. Experiments have shown that, when students were free to choose how and when to use CALL, their choices could lead to poor learning and wasted time (Sciarone & Meijer, 1993). Another challenge is that, although learning tools provide easy access to resources, learners may feel overwhelmed by large amounts of information and become passive receivers of knowledge (Schmid, 2008). Easy access to resources can encourage laziness and pas-sivity of learners when it comes to checking materials and exploring knowl-edge themselves.

      This paper exemplifies the technology integration into an ESL classroom. The author has found many great things about using technology to teach her students as well as many challenges associated with it. Some of the positive ways technology has helped her teaching is the student interest in technology, the scaffolds it can provide for these students and how it can adapt to students individual needs. On the flip side, some of the challenges technology presents for this ESL classroom are the initial engagement with technology is short lived, teachers are not trained adequately and there are few guidelines to provide a framework for ESL teachers. Rating 8/10

    1. nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.

      The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.

      Rating 9/10

    1. ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.

      The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10

    1. Learning House offered recommendations based on the study's findings. They include: mandatory or incentivized training for instructors who have not taught online. a regular feedback cycle for continuous professional development. a regular feedback cycle for instructor evaluation, including peer feedback. a uniform learning experience for standard components of an online course.

      This article discusses whether or not online professors are assessed and by whom. Nearly 60% of online teachers are never evaluated! Because of this Learning House recommends incentivized trainings, regular feedback/evaluation, professional development and a uniform learning experience with standard components for all online classes. Rating 6/10

    1. Effective Classroom Practices To Transform Education DOI:https://dx.doi.org/10.1787/9789264293243-en Teachers are the most important school-related factor influencing student learning. Teachers can help level the playing field and provide opportunities for success to all their students. They can inspire students to innovate; to think and reflect and to work in collaboration with others.

      This 116 page document includes everything from how to effectively use technology in the classroom to alternative education methods as a lever for teaching innovation. The section I found most helpful was how to effectively use technology in the classroom starting on page 75. Rating 8/10

    1. A New Report: Reimagining the Role of Technology in Higher Education The U.S. Department of Education Office of Educational Technology recently released Reimagining the Role of Technology in Higher Education, a supplement to the 2016 National Education Technology Plan (NETP). The NETP calls for technology-supported, transformational learning in higher education. This vision emphasizes everywhere, all-the-time learning, improved access to learning opportunities, and a level playing field for students with diverse backgrounds. Below is a high-level summary of the report. The first step to achieving this vision is to recognize that higher education is comprised of students of all ages, races, socioeconomic backgrounds and learning abilities. More than 18-year-old high school graduates, new students include returning veterans and single moms. Forty-three percent of students attend part-time and 62 percent work either full-time or part-time. Two-thirds transfer before completing their degree. The student body, and the needs and goals of the student body, have never been so diverse, and higher education has never been more important to those who seek it. Supporting diverse needs and goals requires a student-centered higher education ecosystem that is flexible, integrated and efficient. The NETP believes this new ecosystem must support transformative learning through technology, teaching with technology and assessments enabled by technology. Educators, institutions and educational technology developers should collaborate across institutions to determine the best way to use technology to improve learning outcomes and create new learning experiences and delivery systems. Use data to study how students learn and identify the causes of success and failure. Develop new, standardized tools that enable real-time data analysis. Use digital learning materials to improve access to collaborative and project-based learning, and adopt learning resource design standards for evaluating learning resources. In addition to enhancing student learning experiences, technology and data should be used to improve instructional approaches, develop and implement new, research-based teaching models, and provide academic and non-academic support. Such initiatives must be promoted at the institutional level and include the sharing of information and best practices for various applications. Institutions must also provide training, technical support and professional development opportunities for educators. Assessments enabled by technology should allow for personalization and provide frequent feedback to improve student performance. This will also help faculty better understand and measure student progress. Technology-enabled assessment systems should be open, transparent and auditable, making them less susceptible to fraud and waste. They should create assessment activities that replicate real-world experiences to better prepare students for their careers. Implementing new learning and instructional models and modern assessments requires a robust IT infrastructure. However, this infrastructure must integrate formal, informal, workplace and mobile learning environments to support success for a diverse student body. Student learning and outcome data should be integrated across the higher education ecosystem while meeting security and privacy requirements. Investment decisions should be the result of collaboration between senior administrators, academic leadership and IT. Student feedback should be considered as well. Of course, technological change in higher education requires strong leadership and a culture that promotes collaboration and innovation. A strategic plan should welcome input from educators, students, technology providers, other institutions, and community and economic development organizations. An expanded strategic network can only improve system operability, transparency, innovatio

      Technology is allowing more people of different ages and different cultures to access education. For technology in education to be effective administration needs to offer support and collaboration. Rating 5/10

    1. After a full day of teaching at Boston College, Karen Arnold had to find time to read her students’ contributions to an online discussion board. Each was required to write at least one post, and, as usual, they seemed to have waited to do it until the night before the deadline. “They would just blather something,” said Arnold, who teaches higher education and educational administration. “They didn’t have a conversation. It was more like a hoop-jumping exercise.” That was around 2008, and Arnold has avoided assigning online discussions ever since. Student and instructor at Bronx Community College (Photo by Ryan Brenizer) Like other faculty with memories of failed experiments such as these, she’s pushing back against the widespread notion that technology can necessarily improve teaching and cut costs. “We are fooling ourselves that we’re getting more efficient,” she said. Related: MOOC bandwagon shows signs of slowing down It’s been a high-stakes bet. Universities and colleges are marketing themselves to tech-savvy teenagers while promising higher productivity and financial savings. They will pour $10.4 billion into education technology this year, according to the Center for Digital Education, from computers to in-class gadgets such as digital projectors and wireless “clickers” that let students answer questions electronically. “We are fooling ourselves that we’re getting more efficient.” Karen Arnold, Boston College But professors say they don’t have enough help to use this technology effectively, haven’t seen results from it, and fear that the cost savings administrators keep insisting that technology will bring could mean their own careers are on the line. That’s left many in the university ranks rolling their eyes when the next “innovation” pops up. “We’ve been hearing over the last four or five years that technology is going to reduce costs, increase quality and increase access,” said Diane Harley, director of the Higher Education in the Digital Age project at University of California, Berkeley. She doesn’t think it can do all three of those things. “I always say, pick two.” Not that professors have completely resisted the trend. Nearly 75 percent have tried a new technology in their classes in the past year, according to a survey of 1,600 of them by Faculty Focus, a newsletter that shares effective teaching practices. Yet 34 percent said keeping up with technology was either “moderately” or “very” problematic. Related: As online courses expand, so do questions about ownership One of the most common complaints from faculty is that much of this technology creates more work, not less, a survey of 42 professors by David R. Johnson, a sociology researcher at Rice University, found. One of the reasons for this inefficiency is that professors adopt educational technology from companies that market it to them directly, even when their universities aren’t equipped to troubleshoot or upgrade it, said Gary W. Matkin, dean of continuing education, distance learning, and summer session at the University of California, Irvine. Then, when something even better comes along, faculty and universities chase after that. “It produces this technology war,” said Matkin. He thinks more universities will eventually switch to the model used by many corporations in which only certain technology is allowed. That way they’ll be better able to manage it — and track the results. Related: Want higher-ed reform? You may be surprised where you’ll find it Many schools have used this model to adopt the wireless clickers — or “student response systems” — in large classrooms. Allowing students to use the TV remote-style clickers to collectively answer questions can keep them engaged in lecture classes, according to a study at Canisius College, which found that student grades increased by 4.7 percent in classes that used clickers. But the technology’s impact goes only so far. In another study released this year, by Butler University professor Juan Pablo Rodriquez Prieto, language students who took clicker-based quizzes performed about 4.5 percent worse than classmates who used pencil and paper. Clare O’Connor, a Boston College biology professor who teaches several large classes and uses clickers regularly, agrees that they have limitations. She doesn’t use them for quizzes or tests, she said. “I like students to have the opportunities to change their answers,” she said. “If students have to answer when a question appears on the screen, you eliminate the possibility of more reflective answers.” One way schools have tried to lower the cost of education is by using another kind of technology: online courses. Yet even after teaching English online for 15 years, Wright State University-Lake Campus’ Martin Kich believes in-person courses offer students far more. Related: Colleges take cues from private business to improve their customer service He said he has to assign what he calls “busy work” to online classes simply to check that students are completing assignments, since there’s no opportunity to gather and discuss. “Academically, they are very suspect,” Kich said of online courses. Instead of lectures, online courses often use PowerPoint to present material. But studies have found that students, when given the ability to see lectures via PowerPoint — both online and in person — slack on doing their own assigned reading. “Students perceive the teachers will highlight all of the material worth considering in the textbook,” University of Central Missouri professor Thomas M. Mitchell wrote in a study of the use of PowerPoint in classes. “Unfortunately, students accept this efficient and time-saving system as a normal way of learning and disregard reading as an effective method of acquiring information.” As for Arnold, she abandoned discussion boards until her university upgraded to Canvas — an online learning management system — and encouraged professors to use it starting this year. After getting student feedback, she assigned two students to moderate the discussion board each week, filling it with questions that would drive conversation. At the start of class, the two students recap the results, saving Arnold the need to keep daily tabs on the board. “The good and bad thing about technology is it will do anything,” she said. But “you have to have time at the expense of other things you could be doing to figure it out.”   This story was produced by The Hechinger Report, a nonprofit, independent news website focused on inequality and innovation in education. This article was originally published on The Heching Report and authored by Ryan Derousseau. Read the original article. Spread the love

      Technology has been found to be more of a hindrance in higher education that a help. Professors claim that students are simply doing the minimal amount of work to get by and online discussions are inefficient. This is making our education system less engaging and with less learning.

    1. Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

      In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10

    1. How to Design Education for Adults

      This wonderful how-to by Southern New Hampshire University provided several well explained tips about what adults need in their learning environments, including their own learning theory, goals, relevant instruction, treatment by the teacher, and participation. These are important things to keep in mind when training working adults because it may have an impact on what information is offered and how it is presented. I will use the information in this article later to help me present content in a meaningful way for my working adult learners. I want the content to be as relevant and inviting to them as possible. 9/10

    1. 6 Effective Strategies for Teaching Adults

      This article from Point Park University provides several methods one can use to help educate adults. Ideas presented include ensuring content is relevant, knowing the audience, igniting emotion in the audience, ensuring assignments are attainable, and providing constructive feedback. I find these especially helpful because of my work, which often involves teaching adults who are busy and sometimes uninterested in my content. The section that will help me most is "Encourage Exploration." Because I'm training on a software tool, I want learners to go into the software and make mistakes and learn from them. I want them to poke around! It can be difficult to convince a class of disgruntled 60-year-old men who are mad that things are changing to go play with a complex software tool like children. 7/10

    1. Adults & Learning: How to Provide for Working Professionals

      The Digital Marketing Institute published this article to help those who provide training for professional adults. It echoes a lot of what I've read in other articles about teaching adults: The goals are different, and they have different needs from the instructor than children do. I liked that this article mentioned that many professional adults find technology to be a barrier, but I wish there were more information about it. The article discussed several of the biggest challenges for adult learners, which was a nice change from the quintessential adult learner article that focuses on what learners need. I also want to know what they don't need. Some of the barriers to learning include a lack of time, responsibilities, financial stressors, fear of technology, and trouble identifying the ideal learning path. 8/10

    1. Training Older Adults To Use New Technology

      This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10

    1. Effective Integration of Technology and Instructor-Led Training to Promote Soft Skills Mastery

      The Access Technologies Group published this article to discuss purposeful use of technology in ILT environments whose goal was to teach soft skills. The article claims that blended learning is the ideal delivery technique because it provides the ease of e-learning with the face-to-face time necessary to develop soft skills. It is critical to the success of the training program to integrate e-learning and ILT seamlessly to ensure the two produce synergy without limiting themselves or each other. It is also important that the learners are provided with an environment that suits their learning needs best. Technology and ILT can both provide ways to meet those needs, and where one lacks, the other can fill in. 8/10

    1. Teaching with technology

      The University of Wisconsin - Madison published this helpful, quick guide to assist instructors in using technology to teach others. It discusses some of the technology available to help teach, including Microsoft products, Blackboard, Kaltura, and others. It also discusses some of the tools the school uses to facilitate blended learning. This includes Google Apps, technology-equipped classrooms, and a Quality Matters subscription that helps produce high-quality blended learning products. It is important to incorporate technology in the classroom because it helps to facilitate learning and engage learners. 5/10

    1. designing for sustainable mobile learning: evaluating the concepts formal and informal This is a journal article that is freely available online. They argue that informal learning is more 'enriching' than formal learning. They write about mLearning (mobile learning) and state that some 'design aspects' must be left to learners. This is formatted in the standard way and has the usability one would expect of an online journal article. There are citations as one would expect but I am not qualified to evaluate the information quality. rating 5/5

    1. This article explains just in time learning (such as that which can be done via devices) within the context of higher education. My interest is in public health education, but at this moment, I am not sure how much I can narrow in on that topic, so I will save this for now. This is obviously not a scholarly article but is of some interest nonetheless. rating 2/5

    1. This is specific to Articulate Rise 360 (a rapid development tool) and features brief posts that keep the reader up to date on software changes, which are made frequently. Only a portion of each comment is visible on the main page (just as only a portion of an email is visible without clicking the email) but the subject heading is usually sufficient to describe the content of the post. rating 3/5

    1. This is associated with the e-learning development tool "Articulate Storyline." There are frequent blog posts and they are not limited to or exclusive to the Articulate products. Posts are brief and not all of the content will be new, but there are worthwhile tips to be had and they combine theory (not to the extent that an academic would) with practice. rating 3/5

    1. This page, Top Tools for Learning, is updated every year. It lists and briefly describes the top tech tools for adult learning. For the current (2018) list, they are YouTube, PowerPoint, and Google Search. The list proceeds through the top 200 and there are links to each tool. The purpose of this page is to list them; tutorials, etc. are not offered. Rating 4/5

    1. New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

    1. 7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

    1. Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

    1. ISPI offers a variety of publications, from its member-exclusive monthly and quarterly journals, "Performance Improvement Journal and Performance Improvement Quarterly,"

      International Society for Performance Improvement This is the web page of the professional association. It is similar to other professional association web pages. Some content is available only to those with a membership; individuals must log in. There are links to the publications. These include Performance Improvement Journal, Performance Improvement Quarterly, Performance Xpress. Some features of the website can become a bit difficult to drill down to but there are sometimes job aids and other immediately usable content available. This topic relates to shaping performance of adult employees on the job. Rating: 4/5

    1. Behavior Engineering Model This page has a design that is not especially attractive or user friendly but it does provide an overview of Gilbert's Behavior Engineering Model. This is a model that can be used to analyze the issues that underlie performance. A six-cell model is presented. Rating 5/5

    1. Human Performance Technology Model This page is an eight page PDF that gives an overview of the human performance technology model. This is a black and white PDF that is simply written and is accessible to the layperson. Authors are prominent writers in the field of performance technology. Rating 5/5

    1. Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

    1. This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5

  3. Nov 2018
    1. In today's fast-paced knowledge-intensive economy, work of importanceis increasingly accomplished coUaboratively through informal networks. As aresult, assessing and supporting strategically important informal networks inorganizations can yield substantial performance benefits. In addition, networkrelationships are critical anchoring points for employees, whose loyalty andcommitment may be more to sets of individuals in their network than to a givenorganization. Our research (and that of others) has found that these informalnetworks are increasingly important contributors to employee job satisfactionand performance. Yet despite their importance, these networks are rarely well-supported or even understood by the organizations in which they are embedded.Social network analysis provides a means with which to identify and assess thehealth of strategically important networks within an organization. By makingvisible these otherwise "invisible" patterns of interaction, it becomes possible towork with important groups to facilitate effective collaboration

      The author does a great job of examining social relationships and the effect they have in the workplace. The author asserts that by making the connections and work visible there will be a better result.

      9/10

  4. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. A number of authors argue that professional development requires adual focus on both knowledge of subject matter content and an understand-ing of how children learn specific content.

      This article addresses what makes professional development effective and why. It reviews study results to show what works in a national sample of teachers. This article has good information on professional development.

      9/10

    1. This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.

      Rating: 9/10

    1. This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.

      Rating: 7/10

    1. This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.

      Rating: 10/10

    1. Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

      Rating: 8/10

    1. This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

    1. The Flipped Classroom:An OpportunityTo Engage MillennialStudents Through ActiveLearning Strategies

      This article discussing using the flipped classroom using accessible technology and expand learning activities. The authors point out that the use of technology must be based on training provided to teachers to implement the technology in the classroom.

      RATING: 8/10

    1. Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature

      This article is a review of literature regarding what influences teachers to adopt and integrate information and communication technology (ICT) in the classroom. This discussion takes into consideration age, gender, prior exposure to technology, and teacher attitudes. Further consideration is given to institutional support, technical support, available professional development, and access to both hardware and software. The conclusion is that there are numerous levels of support that are required to make technology support and training available to educators.

      RATING: 7/10

    1. Technological Pedagogical ContentKnowledge: A Framework for TeacherKnowledge

      The authors discuss the fact that traditional learning has been an intersection of content knowledge and pedagogical knowledge, but with today's learning environment, it must also intersect with technological knowledge which requires further professional growth and development. The authors further discuss the challenges keeping up with the rate of change of technology and suggest that this is just a foundation for the ongoing research in educational technology.

      RATING: 7/10

    1. This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

      Rating: 10/10

    1. We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.

      Rating: 9/10

    2. This article has several resources teachers can use to incorporate technology into their lessons. It also gives ideas on how to become more proficient with adding technology to the classroom and what to do if the technology enhanced lesson fails. Ratings: 4/5

    3. What Is Successful Technology Integration?

      This article offers a few ideas on how to measure the success of technology integration. Rating: 4/5

    1. This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

      Rating: 7/10

    1. This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

      Rating: 8/10

    1. This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.

      Rating: 9/10

    1. This article looks into the different ways technology can be incorporated into adult learning. These methods include technology as curriculum, technology as delivery mechanism, technology as complement to instruction, and technology as an instructional tool. The benefits and limitations of each method is also discussed. Rating: 4/5

    2. This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10

    1. This article documents how Ohio State University trains new elementary and middle school teachers to incorporate technology into their lessons. It highlights that technology integration is a tool not a theory or education. It also states that technology integration should be used to enhance the students' learning instead of forcing it into the curriculum. Rating: 5/5

    1. This website details a case study that was performed in order to determine the effectiveness of online advising (a position I am currently involved in myself). There were several studies conducted and student responses are detailed in charts-- overwhelmingly, students felt the online advising format was a success.

      Rating: 10/10

    1. This page has easy-to-follow methods for integrating technology into academic advising practices. Many of the theories listed are quite similar to simply good teaching techniques such as using data to drive instruction and maintaining continuous outreach. Rating: 8/10

    1. This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.

      Rating: 7/10

    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. “The ADDIE model consists of five steps: analysis, design, development, implementation, and evaluation. It is a strategic plan for course design and may serve as a blueprint to design IL assignments and various other instructional activities.”

      This article provides a well diagrammed and full explanation of the addie model and its' application to technology.

      Also included on the site is a link to an online course delivered via diversityedu.com

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  5. create-center.ahs.illinois.edu create-center.ahs.illinois.edu
    1. CREATE Overview

      Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

      The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. At the intersection of technology and pedagogy:considering styles of learning and teaching

      When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Using Model Strategies forIntegrating Technology into Teaching

      In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Teaching Tech Skills to Older Adults

      Ed Tech Center for world education's article on teaching older adults technology is a primer for understanding considerations of introducing technology as the prime delivery mode for education.

      The article includes simple tips such as providing individual attention, offering reinforcement and affirmation and how to problem solve. The tips are aimed at an older adult group age 70+.

      RATING: 2/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Study: Most Teaching and Learning Uses Technology Nowadays

      This article reviews the impact of technology in the classroom. Today over 73% of teachers stated students are using tablets or laptops in the classroom. According to David Nagel, technology not only dominates education but also make students more productive and stimulates them intellectually.

      There is a link on the site to the complete study.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. 1Engaging Adults Learners with Technology

      The pdf provides information from The Twin Cities Campus Library with instruction incorporating technology into teaching adult students.

      It includes a review of instructional technology, assessment for learning, framework for teaching adult learners and a workshop. This 14 page pdf provides the essentials necessary in understanding basic learning needs of adult learners.

      RATING: 3/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    2. Engaging Adults Learners with Technology

      This presentation features a broad overview of adult learning and defines an adult learner. Additionally, the presentation provides multiple technology resources that can be used in an adult learning environment. Rating: 4/5

    1. Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

      This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Factors Influencing Teachers' Integration of ICT in Teaching and Learning

      ICT is enhancing communication in the digital learning environment. In this article the integration of ICT is explored and reveals how both teachers and students are able to better utilize their digital options 24/7 more effectively and efficiently. In addition, a gap has been identified in being showing how to best use ICT in the learning environment and included are in-depth studies of its’ use. The article identifies factors influencing teachers’ decision to integrate ICT in teaching.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

      The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. 10 Training Tips for a Successful Technology Integration

      This blog provides ten tips to successfully integrate technology in the classroom. The tips include conducting a needs assessment, plan ahead, and to not let the technology become the focus. Rating: 5/5

    1. Technology Integration for the New 21st Century Learner

      Although focusing on younger learners, this article details many things to consider when integrating technology into the classroom. Additionally, Blair shares ideas for developing a plan to continue technology planning into the future. Rating: 4/5

    1. Technology Integration and Higher Education

      Dr. Jones explains that instructors are reluctant to use technology and choose to use a traditional lecture as a teaching method. He continues to explore how to eliminate the barriers to technology integration. Rating: 5/5

    1. Anticipating and Addressing Challenges With Technology in Developmental Education

      The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5

    1. Educational Technology Leadership and Practice in Higher Education: The Emergence of Threshold Concepts

      This article explores how technology has become the new standard for higher education and this new standard has created a need to develop new concepts on how to view a subject. Additionally, methods to use educational technology resources are described. Rating: 5/5

    1. Bringing IT to the Forefront of Innovation: How to Leverage Technology to Drive Innovation on Campus

      Dr. Burrell explores how technology can be used to more tightly integrate students and faculty and provide an efficient form of communication and discovery. He also details what is needed from a technical standpoint to make technology easily adoptable by universities. Rating: 4/5

    1. What K–12 Administrators Should Think About When Integrating Classroom Tech

      This article describes how school districts who wish to integrate more technology into their classrooms should approach the integration. Rating: 4/5

    1. What is the future of technology in education?

      The article explores how technology will grow beyond individual devices and how it will move into the cloud. Cloud computing would allow students and teachers to access course content any time and any place. Rating: 5/5

    1. Here's how technology is shaping the future of education

      This article explains how technology is changing education and offers a few examples of how it has already done so. Rating: 5/5

    1. 5 Teaching Strategies to Engage Students Using Technology

      This article offers strategies on how to integrate technology into the classroom and get students involved. Rating: 4/5

    1. Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning

      This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.

      Rating: 8/10