Recently, some universities have decided to end their laptop programs for students because of the economic challenges facing those institutions. But what has been the effect on students? There's no clear or consistent answer.
Academics sometimes express concern or nervousness over how commonly used technologies like the Web, the Internet, and social software may affect information habits and even the way net-gen students read, write, think, and learn. In a 2008 Atlantic article Nicholas Carr came right out and asked, "Is Google Making Us Stupid?" Here, Web 2.0 editor Trent Batson responds to the question.
When a crisis occurs--and it will occur sometime--is your campus prepared to notify the stakeholders?
Many educators and administrators have caught the ePortfolio bug. But where does this bug lead them? It leads, seemingly, in many different directions. And here's why: ePortfolios mean differing things to different people.
Academics are now finding it possible to form virtual education organizations that would not have been possible a few years ago.
In mid January, The New York Times outed MIT's TEAL initiative, and large lectures (for freshmen, at least) took a hit they may not recover from. Thank God.
Rochester Institute of Technology staff and students built their own HD broadcast and production trailer, which is used to provide live coverage of sporting events on campus. The result is not only more sports coverage, but a real-world, relevant educational experience for RIT students.
Despite years of implementations in United States colleges, universities, and K-12 systems, ePortfolios are still generally in an identity crisis. The battle still rages over such issues as: Will personal ownership of learning be expanded and defined by personal portfolios, or will portfolio systems evolve into a set of technologies that further control and define learning from the institutional perspective?
The New Media Consortium's NMC Campus Observer is a site rich with short blog entries about technology and learning.
Prior to his election President Obama identified three 21st century threats that he felt had received insufficient attention: nuclear, biological, and cyber threats. He then made specific proposals about what he would do if elected President. What do his proposals mean for higher education?