- Last 7 days
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Goodell, G., Al-Nakib, H. D., & Tasca, P. (2020). Digital Currency and the Economic Crisis: Helping States Respond. ArXiv:2006.03023 [Cs, Econ, q-Fin]. http://arxiv.org/abs/2006.03023
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blogs.sap.com blogs.sap.com
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Mueller, J. (2020 May 19). COVID-19: What the Technical Foundation of the Corona-Warn-App in Germany looks like | SAP Blogs. https://blogs.sap.com/2020/05/19/covid-19-how-the-technical-foundation-of-the-corona-warn-app-in-germany-looks-like/
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www.bloomberg.com www.bloomberg.com
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Gurman, M. (2020 April 10). Apple, Google bring Covid-19 contact tracing to 3 billion people. Bloomberg. https://www.bloomberg.com/news/articles/2020-04-10/apple-google-bring-covid-19-contact-tracing-to-3-billion-people
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blog.gds-gov.tech blog.gds-gov.tech
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Bay, J. (2020 April 11). Automated contact tracing is not a coronavirus panacea. Medium. https://blog.gds-gov.tech/automated-contact-tracing-is-not-a-coronavirus-panacea-57fb3ce61d98
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theconversation.com theconversation.com
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Bailey, R. (2020, May 19). Why we need the human touch in contact tracing for coronavirus. The Conversation. http://theconversation.com/why-we-need-the-human-touch-in-contact-tracing-for-coronavirus-137933
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Kurzweil, R. (2020 May 19). AI-Powered Biotech Can Help Deploy a Vaccine In Record Time. Wired. https://www.wired.com/story/opinion-ai-powered-biotech-can-help-deploy-a-vaccine-in-record-time/
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.humblebundle.com www.humblebundle.com
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psyarxiv.com psyarxiv.com
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Shaw, H., Ellis, D. A., Geyer, K., Davidson, B. I., Ziegler, F. V., & Smith, A. (2020, May 29). Subjective reports overstate the relationship between screen time and mental health. Retrieved from psyarxiv.com/mpxra
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- May 2020
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apolitical.co apolitical.co
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7 emerging themes in digital government. (2020, May 26). https://apolitical.co/en/solution_article/7-emerging-themes-in-digital-government
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misinforeview.hks.harvard.edu misinforeview.hks.harvard.edu
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Makhortykh, M., Urman, A., & Ulloa, R. (2020). How search engines disseminate information about COVID-19 and why they should do better. Harvard Kennedy School Misinformation Review, 1(COVID-19 and Misinformation). https://doi.org/10.37016/mr-2020-017
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cpg.doc.ic.ac.uk cpg.doc.ic.ac.uk
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de Montjoye, Y. et al. (2020 April 02). Evaluating COVID-19 contact tracing apps? Here are 8 privacy questions we think you should ask. Computational Privacy Group. https://cpg.doc.ic.ac.uk/blog/evaluating-contact-tracing-apps-here-are-8-privacy-questions-we-think-you-should-ask/
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Knöchelmann, M. (2020, February 25) Open Humanities: Why Open Science in the Humanities is not Enough. Impact of Social Sciences. https://blogs.lse.ac.uk/impactofsocialsciences/2020/02/25/open-humanities-why-open-science-in-the-humanities-is-not-enough/
Tags
- science
- lang:en
- unity
- research
- open science
- open humanities
- peer review
- scholarship
- cooperation
- technology
- is:blog
- social challenge
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psyarxiv.com psyarxiv.com
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Prem, R., Kubicek, B., Uhlig, L., Baumgartner, V. C., & Korunka, C. (2020). Development and Validation of a Scale to Measure Cognitive Demands of Flexible Work [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mxh75
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psyarxiv.com psyarxiv.com
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Schwaba, T., & Bleidorn, W. (2020, May 15). Log on and prosper: Co-development between technology use and psychological adjustment in older adulthood. https://doi.org/10.31234/osf.io/4sq5x
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www.thelancet.com www.thelancet.com
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Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
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theconversation.com theconversation.com
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Perfors, A., Little, D. R., White, J. P., Mitchell, L., Geard, N., Garrett, P. M., Dennis, S. J., & Lewandowsky, S. (2020 May 15). 70% of people surveyed said they’d download a coronavirus app. Only 44% did. Why the gap? The Conversation. http://theconversation.com/70-of-people-surveyed-said-theyd-download-a-coronavirus-app-only-44-did-why-the-gap-138427
Tags
- community support
- lang:en
- contact tracing
- is:news
- Australia
- tracking
- app
- COVIDSafe
- COVID-19
- usage
- transmission
- technology
- bluetooth
- download
- survey
Annotators
URL
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www.sciencedirect.com www.sciencedirect.com
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Chen, Z. (2020). COVID-19: A revelation – A reply to Ian Mitroff. Technological Forecasting and Social Change, 156, 120072. https://doi.org/10.1016/j.techfore.2020.120072
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www.insidehighered.com www.insidehighered.com
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This fall needs to be different. We need to ask students to be part of the solution of keeping learning flourishing in the fall. This includes asking them to help manage the class if it has a virtual component.
This is moving education in exactly the WRONG direction. Students are already ill-prepared to do the actual work and studying of education, now we're going to try to extract extra efficiency out of the system by asking them to essential teach themselves on top of it? This statement seems like the kind of thing a technology CEO would pitch higher education on as a means of monetizing something over which they had no control solely to extract value for their own company.
If we're going to go this far, why not just re-institute slavery?
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themargins.substack.com themargins.substack.com
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We’ve certainly dabbled in the debate of “what is a tech company” but what we never addressed was why do companies do mental gymnastics to call themselves a tech company. It’s because venture as an asset class traditionally invested in technology because that is what presented the growth and return characteristics that matched their risk profile. So you try to call a desk rental or mattress seller a tech company.
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www.theatlantic.com www.theatlantic.com
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Varmus, H. (2020, May 9). The World Doesn’t Yet Know Enough to Beat the Coronavirus. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/lack-testing-holding-science-back/611422/
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www.ecdc.europa.eu www.ecdc.europa.eu
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Contact tracing for COVID-19: Current evidence, options for scale-up and an assessment of resources needed. (2020, May 5). European Centre for Disease Prevention and Control. https://www.ecdc.europa.eu/en/publications-data/contact-tracing-covid-19-evidence-scale-up-assessment-resources
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stateup.co stateup.co
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Filer, T. & Kaminer, R. How governments can engage digital resources to manage their Covid-19 response. (2020, March 9). StateUp. https://stateup.co/how-governments-can-engage-digital-resources-to-manage-their-covid-19-response/
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theconversation.com theconversation.com
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Chakravorti, B. (2020 May 06). Exit from coronavirus lockdowns – lessons from 6 countries. The Conversation. http://theconversation.com/exit-from-coronavirus-lockdowns-lessons-from-6-countries-136223
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www.economist.com www.economist.com
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Countries are using apps and data networks to keep tabs on the pandemic. (2020 March 26). The Economist. https://www.economist.com/briefing/2020/03/26/countries-are-using-apps-and-data-networks-to-keep-tabs-on-the-pandemic?fsrc=newsletter&utm_campaign=the-economist-today&utm_medium=newsletter&utm_source=salesforce-marketing-cloud&utm_term=2020-05-07&utm_content=article-link-1
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arxiv.org arxiv.org
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Nguyen, C. T., Saputra, Y. M., Van Huynh, N., Nguyen, N.-T., Khoa, T. V., Tuan, B. M., Nguyen, D. N., Hoang, D. T., Vu, T. X., Dutkiewicz, E., Chatzinotas, S., & Ottersten, B. (2020). Enabling and Emerging Technologies for Social Distancing: A Comprehensive Survey. ArXiv:2005.02816 [Physics]. http://arxiv.org/abs/2005.02816
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Zoder-Martell, K., Markelz, A., Floress, M. T., Skriba, H. A., & Sayyah, L. E. N. (2020, May 6). Technology to Facilitate Telehealth in Applied Behavior Analysis. https://doi.org/10.31234/osf.io/nz5s7
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jamanetwork.com jamanetwork.com
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Galea, S., Merchant, R. M., & Lurie, N. (2020). The Mental Health Consequences of COVID-19 and Physical Distancing: The Need for Prevention and Early Intervention. JAMA Internal Medicine. https://doi.org/10.1001/jamainternmed.2020.1562
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featuredcontent.psychonomic.org featuredcontent.psychonomic.org
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Hill, H. (2020 April 9). COVID-19: Does the British public condone cell phone data being used to monitor social distancing? Psychonomic Society. https://featuredcontent.psychonomic.org/covid-19-does-the-british-public-condone-cell-phone-data-being-used-to-monitor-social-distancing/
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www.thelancet.com www.thelancet.com
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Webster, P. (2020). Virtual health care in the era of COVID-19. The Lancet, 395(10231), 1180–1181. https://doi.org/10.1016/S0140-6736(20)30818-7
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twitter.com twitter.com
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David Garcia on Twitter
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leoferres.info leoferres.info
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Ferres, L. (2020 April 10). COVID19 mobility reports. Leo's Blog. https://leoferres.info/blog/2020/04/10/covid19-mobility-reports/
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psyarxiv.com psyarxiv.com
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Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
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psyarxiv.com psyarxiv.com
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Britwum, K., Catrone, R., Smith, G. D., & Koch, D. S. (2020, May 5). A University Based Social Services Parent Training Model: A Telehealth Adaptation During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/gw3cd
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psyarxiv.com psyarxiv.com
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Orben, A. (2020, April 30). The Sisyphean Cycle of Technology Panics. Retrieved from psyarxiv.com/dqmju
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Frey, R. (2020, April 26). Psychological drivers of inter- and intraindividual differences in risk perception: A systematic case study on 5G. https://doi.org/10.31234/osf.io/7a3kg
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psyarxiv.com psyarxiv.com
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Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
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psyarxiv.com psyarxiv.com
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Vijayaraghavan, P., & SINGHAL, D. (2020, April 13). A Descriptive Study of Indian General Public’s Psychological responses during COVID-19 Pandemic Lockdown Period in India. https://doi.org/10.31234/osf.io/jeksn
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www.nesta.org.uk www.nesta.org.uk
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Young, N., Saperia, E. (2020 April 14). Crowdsourcing ideas to combat COVID-19. Nesta. https://www.nesta.org.uk/blog/crowdsourcing-ideas-combat-covid-19/
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jamanetwork.com jamanetwork.com
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Park, S., Choi, G. J., & Ko, H. (2020). Information Technology–Based Tracing Strategy in Response to COVID-19 in South Korea—Privacy Controversies. JAMA. https://doi.org/10.1001/jama.2020.6602
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twitter.com twitter.com
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Michael Veale on Twitter.
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www.bmj.com www.bmj.com
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Changoiwala, P. (2020). The doctors navigating covid-19 with no internet. BMJ, m1417. https://doi.org/10.1136/bmj.m1417
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www.nesta.org.uk www.nesta.org.uk
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Haley, C., Orlik, J., Czibor, E., Cuello, H., Firpo, T., Goettsch, M., Stouffs, L., Smith, L. (2020 April 09). There will be no 'back to normal'. Nesta. nesta.org.uk/blog/there-will-be-no-back-normal/
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www.gov.uk www.gov.uk
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UK Government. (2020 April 03). £20 million for ambitious technologies to build UK resilience following coronavirus outbreak. Gov.uk. https://www.gov.uk/government/news/20-million-for-ambitious-technologies-to-build-uk-resilience-following-coronavirus-outbreak
Tags
- press release
- lang:en
- is:news
- development
- COVID-19
- technology
- resilience
- protection
- UK
- funding
- business
- research
- government
- innovation
- economy
- future
Annotators
URL
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euvsvirus.org euvsvirus.org
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EUvsVirus. Pan-European hackathon. https://euvsvirus.org/
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Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
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www.psf.gov.pk www.psf.gov.pk
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PSF : Competitive Research Program. (n.d.). Retrieved April 9, 2020, from http://www.psf.gov.pk/crp.aspx
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thomasmore.qualtrics.com thomasmore.qualtrics.com
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Online consultations for mental healthcare—Survey. (n.d.). Retrieved April 8, 2020, from https://thomasmore.qualtrics.com/jfe/form/SV_9YSaGo4ocyxNjud
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Blog: Combatting COVID-19 through data: some considerations for privacy. (2020, April 17). ICO. https://ico.org.uk/about-the-ico/news-and-events/blog-combatting-covid-19-through-data-some-considerations-for-privacy/
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microbit.org microbit.org
- Mar 2020
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www.edutopia.org www.edutopia.org
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Resources for Closing the Digital Divide
This website hosts numerous resources to aid educators in their attempt to close the digital divide that alienates a certain socio-economic demographic of students and limits their ability to succeed in school. The website first lists hyperlinked articles to help educators understand the state of the digital divide, then lists hyperlinked articles and resources to help take action to improve the digital divide and close digital learning gaps before supplying links to articles and resources that can help instructors develop media and digital literacy within their respective classrooms. This would be an incredibly helpful website for any instructor who is looking for background information on and resources by which to close the digital divide. Rating: 9/10
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sites.google.com sites.google.com
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Emerging Theories of Learning and the Role of Technology
This article discusses the social changes introduced by new technologies and how educational environments are trying to prepare students to enter a technologically advanced workforce through integration of technology with curriculum. The author challenges traditional theories of learning by discussing how cognition is situated in the digital, 21st-century learner, and that technology integration should focus on the importance of community within learning environments. Although the article challenges the traditional ideas of technology integration, it fails to provide actionable ways in which educators could infuse technology into their own curriculum. Rating: 6/10
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citejournal.org citejournal.org
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Technology Integration: Connections to Educational Theories
This article, written by five instructors at the Ohio State University at Mansfield (OSU-M), explores the ways in which OSU-M has integrated technology into their curriculum as well as the pedagogical reasons behind the integration. The article begins with a background introduction into the campus of OSU-M and its student population before explaining the required technology courses students in their teacher education program experience based on ISTE standards. Next, the article outlines six criteria the university used to develop its technology curriculum and discusses their use of developmentally appropriate practice, integrated curriculum, literature-based instruction, classroom-based inquiry, and diversity and equity. This article could serve as a practical, although dated, model by which adult educators could begin to construct a method of integrating technology into their curriculum. Ranking: 4/10
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www.tandfonline.com www.tandfonline.com
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At the Intersection of Technology and Pedagogy: considering styles of learning and teaching
In this article, Gibson analyzes the use of educational technology through the lens of learning styles of students as well as through learning environments, including those that are teacher-centric and those that are student-centric. The article also discusses the differences between technologies that simply make the work already being done in classes easier to do and those technologies that fundamentally challenge pedagogy to evolve towards a more constructivist ideology.The author further explores external social and political pressures to increase technology integration in the classroom, but warns that not all integration is constructive integration. Although the article discusses many approaches to technology integration, it fails to include concrete steps that educators might take to include technology into their curriculum. Rating: 6/10
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epress.library.okstate.edu epress.library.okstate.edu
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Research in Educational Technology
This textbook, published by the Oklahoma State University Library ePress, contains a chapter which summarizes the main views of knowledge in educational technology research, including postpositivism, constructivism, advocacy, and pragmatism, as well as each view's research traditions. The chapter suggests an approach to evaluating research articles through the lenses of a consistent learning theory coupled, methodologies that support that learning theory, and the conclusions that are drawn by the researchers supported through their methodologies. This chapter would help educators evaluate how and why they might include technology into their course curriculum. Rating: 7/10
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lidtfoundations.pressbooks.com lidtfoundations.pressbooks.com
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Technology Integration in Schools
This article focuses on the lack of technology integration by K-12 educators into the curriculum itself based on the evaluation of the amount of access to educational technologies by both teachers and students, how often these technologies are used for instructional purposes, and how that technology is used to facilitate learning by students. The article goes on to discuss ways in which access to educational technology has been increased through one-to-one computing initiatives which has produced mixed results and open educational resources which suggests that educators produce learning materials without compensation. Next, the article suggests ways to increase instructional technology use through professional development in which teacher skills are developed using technology, collaborative environments used to increase holistic teacher engagement, and mentoring to improve teachers' attitudes towards technology implementation. Finally, the article discusses ethical issues surrounding technology use including academic dishonesty, accessibility, and ethical use behaviors.The author concludes with a set of needs in order to bring about effective use of educational technology which include pedagogically sound practices, personalized instruction, assessment, and change at the systemic level. This article provides a very well-rounded view of the challenges and affordances that educators face when considering how to integrate technology into their curriculum. Rating: 8/10
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
To view this article, click "Full text." This article first discusses characteristics of adult learners before addressing the ways in which online learning design should be influenced by the adult learning theories of andragogy, self-directed learning, experiential learning, and transformative learning. By comparing the characteristics of adult learners and the ways in which the theories do or do not address those theories, the author suggests ways in which the characteristics of an adult learner should be used to develop a more holistic approach to developing online learning environments. Although the author doesn't include practical application, it is one of the few articles that expresses a need to combine multiple theories into one design approach. Ranking: 6/10
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books.google.com books.google.com
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Handbook of Adult and Continuing Education
Although only a preview of this textbook is available for free, the amount of historical research included is incredible. The chapters cover a diverse range of topics that are still being discussed today and demonstrate the ideological underpinnings of many modern issues. Published in 2000, the conversation about technology integration in adult learning has moved far beyond the scope of this book, but it could certainly serve as an underpinning of many of the issues that are still being discussed and developed upon today. Ranking: 5/10
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www.learntechlib.org www.learntechlib.org
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Integrating Technology into the Classroom: Eight Keys to Success
To view this article, click "Full text." This article focuses on the author's perspective of the primary concern in technology integration in educational environments - the instructor. The authors discuss the eight barriers that teachers create when trying to integrate technology: fear of change, training, personal use, teaching models, learning theories, educational climate, motivation, and support. Although the advice is practical, it is extremely rudimentary, created eighteen years ago, and does not address the more modern concerns of integration of technology in adult educational environments. Ranking: 3/10
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www.learntechlib.org www.learntechlib.org
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A Paradigm Shift: Technology Integration for Higher Education in the New Millennium
To view this article, click "full text." The article discusses a paradigm shift for educational technology at a time when distance learning first started growing across the United States. Initially, institutions of higher learning were driven by technology integration standard mandates as well as competition from other institutions, but eventually the shift normalized with federal funding. The author discusses barriers to technology adaptation, focused on teacher training, before describing characteristics of the distance learner and distance teacher. Although the article may have been relevant for its time, twenty years later it serves more as a grounding article for when educational technology first began to take rise, the considerations and limitations that were addressed, and the way that technology integration in classrooms has still not realized the potential envisioned by its early adopters. Rating: 4/10
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Integrating Technology in the Adult Education Classroom
This website offers an online course regarding the purposes, guidelines, and implementation of integrating technology into adult learning environments. Additionally, the course offers examples of ways to integrate that technology. Rank: 7/10
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www.edutopia.org www.edutopia.org
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Resources for Technology Integration
This webpage hosts numerous links to help educators understand the current challenges and successes of technology integration into the educational environment. Additionally, there are resources broken down by grade level and a list of additional resources on the internet for a wide range of general and specialized learning environments.
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www.edutopia.org www.edutopia.org
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Resources for Technology Integration
This webpage offers a wealth of links to understanding current elements of technology integration into various classrooms, links to the Center for Applied Research in Educational Technology, as well as a link to resources for technology integration which provides useful tools that teachers can begin to deploy immediately. Ranking: 9/10
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www.iste.org www.iste.org
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ISTE Standards Transform learning and teaching.
This section of the ISTE website offers paid resources that educators can access to improve their own understanding of the ISTE standards as well as practical ways to implement those standards in their classroom integration of technology. Rating: 6/10
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- Feb 2020
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www.edweek.org www.edweek.orguntitled1
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The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality.
The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.
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latacora.micro.blog latacora.micro.blog
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The most popular modern secure messaging tool is Signal, which won the Levchin Prize at Real World Cryptography for its cryptographic privacy design. Signal currently requires phone numbers for all its users. It does this not because Signal wants to collect contact information for its users, but rather because Signal is allergic to it: using phone numbers means Signal can piggyback on the contact lists users already have, rather than storing those lists on its servers. A core design goal of the most important secure messenger is to avoid keeping a record of who’s talking to whom. Not every modern secure messenger is as conscientious as Signal. But they’re all better than Internet email, which doesn’t just collect metadata, but actively broadcasts it. Email on the Internet is a collaboration between many different providers; and each hop on its store-and-forward is another point at which metadata is logged. .
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bryanalexander.org bryanalexander.org
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Desk Set (1957) is a delightful Tracy-Hepburn comedy about automation and information technology.
Love this one. Never thought of it as future forward before, but certainly is!
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s3.amazonaws.com s3.amazonaws.com
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correspondence to the instructor and to other students, what technology should be used to communicate, and what kinds of questions might be asked (and how frequently). Similarly, multilingual students may have different cultural con-ventions governing their understanding of such issues as plagiarism
some concerns that may need to be addressed
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f a student has difficulty understanding written instructions, oral and/or video in-struction might provide more clarity.
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should think broadly about the kinds of technolo-gies they might allow students to use in an OWC
slow responses can be because a writer is trying to come up with the right words, but can also be technology-related. writers on their phones will have a much harder time navigating WCONLINE. but if that's all a writer has, we can't tell them not to use it. how do we support them?
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links to videos or online help guides
locate instructional resources for writers to help familiarize them with expectations and practical methods for writing in academic contexts -- e.g. Purdue OWL video series on MLA formatting
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onsider the kinds of technologies their students might already be familiar with, or they can leave open the technologies students can use to accomplish various writing tasks (if appropriate) to draw upon students’ current literacy practices.
consider identifying and testing out technologies that would support students' linguistic needs
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- Jan 2020
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project.cyberpunk.ru project.cyberpunk.ru
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In the Beginning was the Command Line -- Neal Stephenson
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www.edweek.org www.edweek.org
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"It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."
sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.
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booktwo.org booktwo.org
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The Secure Transport of Light -- James Bridle
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www.e-flux.com www.e-flux.com
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An Internet of Things -- Keller Easterling
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www.dazeddigital.com www.dazeddigital.com
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Inside the Infinite Imagination of a Computer -- James Bridle
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Known Unknowns -- James Bridle
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contemporary-home-computing.org contemporary-home-computing.org
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Invisible and Very Busy - Olia Lialina
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criticalengineering.org criticalengineering.org
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The Critical Engineering Manifesto
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additivism.org additivism.org
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The 3D Additivist Manifesto
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jamesbridle.com jamesbridle.com
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New Ways of Seeing - James Bridle
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www.zachblas.info www.zachblas.info
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Queer Technologies -- Zach Blas
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darinbarneyresearch.mcgill.ca darinbarneyresearch.mcgill.ca
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One Nation Under Google -- Citizenship in the Technological Republic
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gutsmagazine.ca gutsmagazine.ca
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Watched and not seen: tech, power, and dehumanization
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Platform capitalism, digital technology, and the future of work
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web.mit.edu web.mit.edu
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How Complex Systems Fail
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www.ratical.org www.ratical.org
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The Whale and the Reactor (Langdon Winner)
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alumni.berkeley.edu alumni.berkeley.edu
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Is Cyberspace Still Anti-Sovereign
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www.eff.org www.eff.org
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A Declaration of the Independence of Cyberspace
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www.perell.com www.perell.com
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technology diffused more easily along lines of latitude than along lines of longitude because climate changed more rapidly along lines of longitude making it more difficult for both humans and technologies to adapt
Technology adapts better across latitude than longitude
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Anything that’s invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can probably get a career in it.
Before 15 it's just a part of our world creation, after 35 it's the natural order of things
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- Dec 2019
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doc.blog doc.blog
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the first rule of technology: What can be done will be done—until people realize what shouldn't be done. Example one: nuclear power.
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progilitytech.com progilitytech.com
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