Last month I was asked to provide a few lines about how I believe Apple has transformed classrooms. Unfortunately for the organisers I didn’t want to concentrate on just what one company, or even one single piece of technology., has done to ‘transform’ or enhance the classroom. I also don’t agree we should concentrate on one single entity or company as being more important than another. So I wrote a more generic piece about my experiences with changes in technology, as well as its use, who uses it, and why, in classrooms. From this they could take a few choice snippets as it suited them. Here’s what I wrote:
“Classroom learning, and for that matter learning in general, has been transfdormed by the rise of mobile computing. Smartphones and tablets have brought about the ‘always-on’ availability of anyone with the funds to buy the devices. Being connected to the Internet enables interaction and engagement with networks of learners from any locations, from coffee shops to shopping centres, to libraries and schools – it is this that has transformed the use of technology for learning.
The rise of the App Store, whilst not a ‘technology’ per se, has brought about such a change in approach and delivery of learning resources to teachers, parents, and children – at no other time have so many passionate and talented individuals been able to design and implement such a varied range of learning resources, and have the ability to reach a global audience. This is the power of the App Store (once you filter out the dross and poorly designed Apps).”
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this seventh post I talk to Terese Bird, Learning Technologist and SCORE research fellow, University of Leicester.
DH – Hi Terese. How does the use of technology, in all its various forms, affect your day-to-day working life?
TB – Really, I do my job on the strength of first social media, and second mobile devices. I remember when I was being interviewed for my job at Leicester back in 2009, I was asked how I stay on top of developments in the field, and I said, “Twitter.” Even before I had any smart handheld devices, I was regularly using Twitter to learn from others in the field of learning technology and tech innovation generally. Even on extremely busy days, I can take a quick skim through Twitter, retweet a couple of things or put a couple of things on Scoop.it. Not only have I learnt from the blog post or news item, I have shared it, and often get some response on it — so in 20 minutes or so, I have done valuable horizon-scanning, learning, and networking in my field. Continue reading →
As part of a series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this sixth post I talk to Sheila MacNeill (Senior Lecturer, Glasgow Caledonian University) and David Walker (Head of Technology Enhanced Learning, Sussex University), who have chosen to co-author a chapter for the book on Learning Technologists as ‘digital pedagogues’.
DH – Hi David and Sheila. How does the use of technology, in all its various forms, affect your day-to-day working life?
SM – Good question. In reality, without using technology I wouldn’t be able to do my work. Almost everything I do at work relies on technology. Face to face communication is still very important, but I do all my “stuff” via technology, be that my desktop computer, my iPad or phone. If the “t’internet” is down at work I’m a bit stuffed! I would probably use up a months data allowance on my phone in a morning – or go home and work there. Luckily that doesn’t happen very often. Continue reading →
Over two years ago I wrote about a few experiences I’d had with some online courses / MOOCs, and why I ‘failed’ (according to the general headline figures of engagement, attendance, etc. that are used in mainstream press).
I want to revisit this, in light of more experience in both designing MOOCs and being a student on them.
Disclaimer: This is based on courses I’ve taken on the FutureLearn, Coursera, Cloudworks, EdX, and WordPress (OcTEL) platforms. I also highlight whether is was a student on the course, or part of the development team.
1. Comments and Engagement: For the most part I’ve been a silent students. This is both deliberate and accidental. Where it’s been a deliberate choice to not engage in the comments and discussion it’s been because I knew I didn’t have the time or inclination to trawl through the hundreds of fairly uninteresting posts to add my two-pennies worth or find the one nugget of insight that is worth anything. It’s also because, for some courses, I didn’t have enough interest to take my engagement further.
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this second post I talk to Wayne Barry, Education and Social Technologist at Canterbury Christ Church University, Kent.
DH – Hi Wayne. How does the use of technology, in all its various forms, affect your day-to-day working life?
WB – Hi David. That’s an interesting question and one I hadn’t considered before as technology is so much a part of our lives that we don’t always stop to consider it’s role and impact.
As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this first post I talk to Sue Beckingham, Educational Developer at Sheffield Hallam University.
DH – Hi Sue. How does the use of technology, in all its various forms, affect your day-to-day working life?
SB – It’s an integral part of my daily routine. By this I mean that I make use of the affordances of my mobile phone to access a wide range of apps to help organise my day, provide me with news, information as part of my research and of course social networking places where I keep abreast of what’s happening out in the field via my personal learning network (PLN). Continue reading →
My complaint is, and has been (and may continue to be), that they are not eBooks in the sense of an ePub or MOBI file, i.e. scalable, accessible, etc. Academic eBooks are files, often PDFs, loaded to a proprietary piece of software that controls access, printing, searching, etc. In this software you can view the whole book page inside their ‘skin’ which enables searches, thumbnails, chapter links, etc. When viewed on a desktop this is clunky, at best, but workable. Continue reading →
It is clear to see all around us just what impact smartphones have had on society and, in my area of interest, learning. It has enabled truly mobile learning to take place – in the sense of mobile materials as well as mobile individuals – as well as interactions when we, the learner, wants it, not just when the course director wants it. Apple has taken something, developed it, marketed it, and let it loose on the world. You could argue about Apple and Steve Jobs’ intent and whether they knew what they had when it was first released, but it is the inclusion of the App Store and the developments the global community made that have helped steer and mould the direction the iPhone and subsequent smartphones took. Continue reading →
“The mere presence of a cell or smartphone on the table can disengage people during in-person conversations and hinder their empathy, according to a new Virginia Tech study that finds your attention is divided even if you’re not actively looking at your phone.”