mobile devices for learning

Like It or Not, Students Love Their Mobile Devices for Learning

Nov 25, 2015 By Ryan Seilhamer

http://blog.canvaslms.com/like-it-or-not-students-love-their-mobile-devices-for-learning

As for learning, our survey indicated that students used smartphones (77 percent) and tablets (79 percent) for academic reasons. When asked how often their instructors required a mobile device, there was a significant drop-off for smartphones (19 percent) and tablets (13 percent). This reveals a missed opportunity for instructors to engage with students in a way that is familiar to them. – See more at: http://blog.canvaslms.com/like-it-or-not-students-love-their-mobile-devices-for-learning#sthash.ztx8ousF.cvgdnuFI.dpuf

teenagers app AfterSchool

Millions of teens are using a new app to post anonymous thoughts, and most parents have no idea

https://www.washingtonpost.com/local/education/millions-of-teens-are-using-a-new-app-to-post-anonymous-thoughts-and-most-parents-have-no-idea/2015/12/08/1532a98c-9907-11e5-8917-653b65c809eb_story.html

The app’s creators declined to say exactly how many students use After School, but they indicated that there are somewhere between 2 million and 10 million users.

Cory Levy, 24, one of the app’s founders, said After School gives teens a chance to “express themselves without worrying about any backlash or any repercussions.”

Technology Instruction available free

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Spring 2016 technology Sessions available

Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics.

Educause’s ECAR Study, 2013

InforMedia Services

IMS faculty would be happy to meet with you or your group at your convenience.
Please request using this Google Form:  http://scsu.mn/1OjBMf9 or
by email: pmiltenoff@stcloudstate.edu | informedia@stcloudstate.edu

How you can reach us:

Services we provide:

  • Instruct and collaborate with faculty, staff and students on specific computer, Cloud and mobile applications
  • Assist faculty in course design and instruction to incorporate SCSU’s resources
  • Join faculty in the classroom instructional design to assist students with learning technology application for the class
  • Consult with faculty on instructional design issues, particularly those that use the World Wide Web, multimedia techniques and interactivity
  • Collaborate with faculty, staff and students on technology-related projects
  • Work with campus units in technology planning and acquisition
  • Respond to faculty, staff and students requests and technology developments

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http://scsu.mn/TechInstruct

iPad Skills

15 iPad Skills Every Teacher and Student should Have

http://www.educatorstechnology.com/2013/01/15-ipad-skills-students-must-have.html

1- My students should be able to create presentations

2- My students should be able to create digital stories.

3- My students should be able to create eBooks

4- My students should be able  to print their docs right from their iPad

5- My students should be able to create videos

6- I want to Improve my students reading skills

7- My students should be able to take notes on their iPad

8- My students should be able to create written content on their iPads

9- My students should be able to use White Boards from their iPads

10-My students should be able to record audio clips

11- My students should be able to screen share

12-My students should be able to do their homework with the help of iPad

13- My students should be able to create mind maps

14-My students should be able to do research using iPad

15-My students should be able to create digital portfolios

tablets

Tablet Shipments Drop 7 Percent in Second Quarter of 2015 with Apple Posting Largest Decline

http://thejournal.com/articles/2015/08/05/tablet-shipments-drop-7-percent-in-second-quarter-of-2015-with-apple-posting-largest-decline.aspx

Apple saw the largest decline

“Longer life cycles, increased competition from other categories such as larger smartphones, combined with the fact that end users can install the latest operating systems on their older tablets has stifled the initial enthusiasm for these devices in the consumer market,”

 

interactive boards versus tablets

I am repeating the fact below since as soon as the iPAD came out on the market. Pity that campus does not listen. Well, it is not the first fact I am sharing on campus and nobody listens.

http://ww2.kqed.org/mindshift/2014/02/24/for-cash-strapped-schools-smart-ways-to-spend-limited-technology-dollars/

“The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet.”

Google Keep

Google Keep

http://www.freetech4teachers.com/2015/05/how-to-create-edit-and-share-notes-on.htm

After yesterday’s post about making the most of Google Keep I received a few emails from readers wanting to know a bit more about how Google Keep works. To answer those questions I recorded the short video that you see embedded below (click here if you cannot see the video).

Google drive for interactive presentations

An Excellent Google Drive Tool for Creating Interactive Presentations

http://www.educatorstechnology.com/2015/04/create-interactive-presentations-on-google-drive.html

Pear Deck

Doceri – The Interactive Whiteboard for iPad.

research with social media

Doctoral Cohorts and Research using Social Media

Explore social media sites to find out what is the most pertinent “talk” in your scientific community. What are the latest trends and discussions, topics of research and interests. Most prominent social media sites, such as
LinkedIn, https://www.linkedin.com/
Twitter, https://twitter.com/
Facebook, https://www.facebook.com/
Pinterest https://www.pinterest.com/
Instagram, http://instagram.com/
use hashtags.
LinkedIn has “professional groups.”

Identify your hashtag strategy similarly to your keyword strategy when searching peer-reviewed articles

  E.g., if your interest is #principalship, you can seek channels and conversations by using it as a hashtag

  Search and subscribe to LinkedIn “Interests/Groups” and lurk or actively participate in the conversations.

  Consider start and maintenance of your own blog with your daily reflections on your research progress

  E.g., LinkedIn can be very much used as a blog, although you can subscribe for a free one such as Edublog

p. 141. Chapter 8 “Using Social Media in Research.”
Bell, J. (1999). Doing your research project: A guide for first-time researchers in education and social science (3rd ed.). Buckingham [England] ; Philadelphia: Open University Press. (Available on Google and at SCSU Library through ILL)

Crowdsourcing, social networking. Consider the following questions:

  1. What are your goals?
  2. Who do you want to reach?
  3. Why do you want to reach them?
  4. Which digital tool or platform will be most effective in enabling you to reach your goals?
  5. If you already spend time each day using social media for personal reasons, how much time are you able to set aside each day to use social media for research?
  6. at what time of day will you engage in social media? (time differences, if you are communicating globally)

the value of social media: Community, Content, Conversations.

 

Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University. Accessed January 27, 2015 http://works.bepress.com/hfdavis/2/