Most Web 2.0 tools are discussed at length in terms of their application to the learning process. While there is much that can be learned from using these tools in instruction, there are also principles upon which that use rests that have long been the goals of instruction at various levels. In other words, while the tools may change, the goals of teaching and learning remain much the same.
At the Lyles Center for Innovation and Entrepreneurship at the California State University, Fresno, desktop videoconferencing is a key tool used in support of the institutional mission.
Even Web 2.0 is a confusing mass of capabilities, yet already people are talking about Web 3.0. Where are we in all of this? What's important for educators to know?
Caller-ID spoofing is an easy hack that endangers institutional data through "social engineering." Are your faculty and staff aware of this threat?
An old adage that evolved from the establishment of static print media is, "If it's in print, it must be true." And we collected literally tons of the stuff. The digital realm has turned that thinking on its ear, and ePortfolios may help make sense out of our new process of collecting "tons" of bits--not static, but shifting bits.
The word "ownership," when linked to technology, usually conjures up images of lawyers and of the most feared and revered 2 letters in higher education: IP. But this little story is not about intellectual property per se and is most definitely not about lawyers. It's about students' perception of ownership in higher education's geography.
One campus found that one in six USB devices was loaded with malware that could infect computers. What should your campus be doing?
Those educators among us who are familiar with constructivist and constructionist models of learning understand the impact that social learning theory has had on the field. Likewise those of us who are familiar with the application of new technology in learning understand that customization (or "the user") is what drives every structure, every program, and every software function.
There are, in my experience, six strategies to consider with any use of technology that will guard against rote use of technology and facilitate critical analysis of teaching and learning effectiveness. In this article, I'll share with you the checklist I work with and encourage others to work with in learning about and using new technology.
Hopefully by now we have educated our faculty and staff to the dangers of traveling with a laptop containing sensitive information--say Social Security numbers or a faculty member's latest patentable research. But have we been educating them about the security risks of smart phones?