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Scoop.it!
FOR SEVERAL DECADES, textbook publishers followed the same basic model: Pitch a hefty tome of knowledge to faculty for inclusion in lesson plans; charge students an equally hefty sum; revise and update its content as needed every few years. Repeat. But the last several years have seen a shift at colleges and universities—one that has more recently turned tectonic. Via Elizabeth E Charles 
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"If you think data—in education, or any field—is cut and dry, think again. Working with data in the classroom, especially, can be either exhausting or exhilarating—depending on your fitness level. Data can be big, but also quite small. It’s often quantitative, but is increasingly qualitative." Via EDTECH@UTRGV, Elizabeth E Charles
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How important is technology enhanced learning to higher education? In my experience of talking to and working with many academics and institutions, technology to enhance or engage students is very important. However, having been asked this recently I also think we should be asking: what are the challenges facing technology enhanced learning? Via Elizabeth E Charles
John Zuluaga's curator insight,
February 23, 2017 6:32 PM
We for sure can overcome those challenges, it is just a matter of preparation. Training is not just a teachers' issue; in fact, learners are indispensable parties in the implementation of technology in institutions. Besides, it allows learners to be prepared for a future since in 21st century jobs, the use of virtual tools become a requierement for applying.
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Privileging BYOD can certainly help colleges’ leverage the devices that students already have and teach them to use them for academic pursuits. I’ve noticed that this is something that is missing among members of the generation that has grown up with mobile devices. As faculty and administrators in higher ed, we assume that they understand how to use their devices when, in reality, their understanding and ability is limited to certain uses. Via Elizabeth E Charles
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