Searching for "mobile devices"
Primary Research Group has published the: Survey of American College Students:
Use of Academic Library Information Technology Lending Programs, ISBN 978-
157440-510-1
This study looks at which devices and technologies students check out for loan
from college libraries, presenting detailed statistics on their use of
laptops, tablets, smartphones, cameras and camcorders, mics and audio
recorders, tripods, external hard drives, calculators, headphones and
headsets, student response systems or “clickers”, mobile device chargers,
presentation technology and other devices and technologies.
The study also presents results of an open-ended question through which
students make known their wish lists for technologies and devices that they
would like to see available, or more available, from their academic libraries.
Data in the report is presented in the aggregate and then broken out
separately for fifteen different variables including but not limited to:
college grades, gender, income level, year of college standing, SAT/ACT
scores, regional origin, age, sexual orientation, race & ethnicity, college
major and other personal variables, and by Carnegie class, enrollment size and
public/private status of the survey participants institutions of higher
education.
Just a few of this 110-page report’s many findings are that:
By a ratio of nearly 2:1 females were much more ardent borrowers than men of
student response systems or “tickers” technology: 3.46% of women vs. 1.72% of
men had borrowed them. Gay students were also more than twice as likely as
straight students to borrow this technology; 6.93% vs. 2.35%. Use also tends
to correlate with high ACT or SAT scores, the higher the score, the greater
the likelihood that a student has borrowed a clicker from their college
library.
The tendency to borrow calculators was lowest among students specializing in
mathematics, computer science, statistics and engineering.
Private college students were four times more likely than those at public
colleges to borrow tripods.
For a table of contents and an excerpt view the product page for this report
According to the latest report from Babson Survey Research Group, nearly 6.5 million American undergraduates now take at least one course online
1. Listen to students and faculty. Every college, university, or online-learning provider has a different approach to online learning. At Indiana University, where more than 30 percent of students take at least one online course, the online education team has launched Next.IU, an innovative pilot program to solicit feedback from the campus community before making any major edtech decision. By soliciting direct feedback from students and faculty, institutions can avoid technical difficulties and secure support before rolling out the technology campus-wide.
2. Go mobile. Nine in 10 undergraduates own a smartphone, and the majority of online students complete some coursework on a mobile device. Tapping into the near-ubiquity of mobile computing on campus can help streamline the proctoring and verification process. Rather than having to log onto a desktop, students can use features like fingerprint scan and facial recognition that are already integrated into most smartphones to verify their identity directly from their mobile device.
For a growing number of students, mobile technology is the most accessible way to engage in online coursework, so mobile verification provides not only a set of advanced security tools, but also a way for universities to meet students where they are.
3. Learn from the data. Analytical approaches to online test security are still in the early stages. Schools may be more susceptible to online “heists” if they are of a certain size or administer exams in a certain way, but institutions need data to benchmark against their peers and identify pain points in their approach to proctoring.
In an initial pilot with 325,000 students, for instance, we found that cheating rose and fell with the seasons—falling from 6.62 percent to 5.49 percent from fall to spring, but rising to a new high of 6.65 percent during the summer.
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more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctoring
Second IMS podcast on technology in education: Constructivism
Today’s vocast will be broadcasted live at:
Adobe Connect | Facebook Live | Twitter (#IMSvodcast) |
and will be archived at:
SCSU MediaSpace | YouTube (subscribe for the channel for future conversations)
Constructivism.
Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience.
- What is it?
- Why do we have to know about it
- Can we just disagree and stick to behaviorism?
- Is it about student engagement?
- Is it about the use of technology?
- Resources
- https://blog.stcloudstate.edu/ims/2014/06/28/constructivism-lecture-versus-project-based-learning/
https://blog.stcloudstate.edu/ims/2013/12/03/translating-constructivism-into-instructional-design-potential-and-limitations/
https://blog.stcloudstate.edu/ims/2016/03/28/student-centered-learning-literature-review/
https://blog.stcloudstate.edu/ims/2015/11/05/online-discussion-with-plovdiv-university/
https://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/
Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
- The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
- therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
- Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
- 96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?
- Discussion
- Share with us practical examples of applying constructivist approach in your class
- Would one hour workshop on turning existing class assignments into constructivist-based class assignments be of interest for you?
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https://blog.stcloudstate.edu/ims/2018/02/12/first-ims-podcast-on-technology-in-education/
https://www.quora.com/What-are-the-top-ten-speech-recognition-APIs
Online short utterance
1) Google Speech API – best speech technology, recently announced to be available for commercial use. Currently in beta status. Google also has separate APIs for Android OS and Javascript API for Chrome.
2) Microsoft Cognitive Services – Bing Speech API same from Microsoft, many different nice addons like voice authentication
3) API.AI – analyses intent, not simply recognizes speech. Useful to build command applications, belongs to Google.
There are also offerings from Amazon, Facebook and many others.
Online large files
4) Speechmatics – large vocabulary transcription in the cloud, US and UK English, high accuracy.
5) Vocapia Speech to Text API – not very user friendly, but a good technology
Offline Proprietary
6) Speech Engine_IFLYTEK CO.,LTD. not very well known Chinese company, but it continuously excels in competitions.
7) UWP Speech recognition from Microsoft for Universal Windows Platform
Open Source
8) CMU Sphinx – Speech Recognition Toolkit – offline speech recognition, due to low resource requirements can be used on mobile. OpenEars – Pocketsphinx on iOS, there are also APIs for Node.js, Ruby, Java, Android bindings.
9) Kaldi – speech recognition toolkit for research. UFAL-DSG/cloud-asr – Kaldi-based cloud platform, alumae/kaldi-gstreamer-server – another kaldi-based cloud platform. iOS Speech Recognition – kaldi adopted for offline recognition on iOS from Keen Research.
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.Liz Kolb September 11, 2017
Ten is now the average age when children receive their first cell phones
develop a positive mobile mental health in the first weeks of school by discussing their ideas on cell phone use, setting up a stoplight management system, and establishing a class contract
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door
Post a green button on the classroom door
Establishing a Class Contract: Ask them to brainstorm consequences and write them into a class contract.
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more on the use of BYOD in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
My Note: when stripped from the commercialized plug in for Apple, this article makes a good memorization exercise for pedagogues.
According to American psychologist Abraham Maslow, all humans have the same fundamental needs (food, clothing and shelter), and these needs must be met before an individual is motivated to look beyond these basic needs. This motivational theory is commonly referred to as Maslow’s hierarchy of needs.
- Physiological (basic) needs: food, water, warmth, rest
- Safety needs: security, safety
- Love needs: intimate relationships, friends
- Esteem needs: feeling of accomplishment
- Self-actualization: achieving one’s full potential
Maslow’s hierarchy of needs can serve as an analogy for what is possible with instructionally-designed technology
1. Device Deployment = Basic Needs
Device deployment is the first basic need of any school looking to leverage education technology. If schools are unable to procure devices and if IT is unable to get these devices into the hands of students and educators, there is no moving forward.
2. Communication = Safety Needs
Beyond basic communications functions, apps must be made available and installed for an additional layer of connectivity. For example, learning management systems (LMS) enable communication beyond classroom walls and empower students with the learning resources they need while at home or in the community. However, how do we ensure access off-campus for those without ubiquitous internet connections
3. Productivity = Love Needs
Communication that encourages higher-level thinking and problem solving is where dramatic learning happens.
4. Transformation = Esteem and Self-Actualization Needs
IT and educators are pairing innovative teaching methods such as blended learning (a mix of technology and traditional learning) or flipped classrooms (teaching is done at home and exercises during class time) with education apps (productivity layer).
5. Let Mobile Device Management (MDM) Be Your Stepladder
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD
Steve Hoover, Counseling class – best options for recording coaching sessions
Telemedicine is the use of telecommunication and information technology to provide clinical health care from a distance. It has been used to overcome distance barriers and to improve access to medical services that would often not be consistently available in distant rural communities. It is also used to save lives in critical care and emergency situations.
https://en.wikipedia.org/wiki/Telemedicine
https://www.medicaid.gov/medicaid/benefits/telemed/index.html
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Video recording:
- camera / phone
- desktop (webcam)
- SCSU supportted
- third party
https://blog.stcloudstate.edu/ims/2015/10/21/handout-videos-on-mobile-devices/
https://blog.stcloudstate.edu/ims/2016/08/26/quality-videos-quickly/
New Ways to Evaluate School Technologies to Save Money & Boost Efficiencies
https://event.on24.com/wcc/r/1483433/3117E1766D64897841ED782BEEFC3C83?mode=login&email=pmiltenoff@stcloudstate.edu
Please join me September 20 for a free webinar where Dr. Sheryl Abshire, CTO of Calcasieu Parish SD and a recognized leader in K-12 technology, shares her insights on the top strategies, best practices and most valuable ideas that can reduce IT departmental costs and increase efficiencies.
What: New Ways to Measure & Leverage the Value of IT
When: 09/20 @ 2:00 PM ET | 11:00 AM PT
Register Now
Listen in and learn how to:
· Use data you already collect to justify needs and resources
· Create a new value proposition for IT
· Measure the strategic use of IT in the district
· Determine if your current technology is making the difference you expected
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My notes from the webinar:
Gartner: K12 technology ; http://www.gartner.com/technology/research/content/education.jsp
https://www.schooldude.com/ Tech support costs in K12 increased by 50% in the last four years from 14% to 21% of the technology budget. One half of the school technology leaders said that their school board understands that technology relates to district oveall goals , it is not as supportive financially. Worse, 8% felt that the school board does not believe technology is important to their district overall goals
Harvard Business Report Driving Digital Transformation. 2015 surveyed digital leaders. Driving innovation most important role breaking down internal silos
https://hbr.org/resources/pdfs/comm/RedHat/RedHatReportMay2015.pdf
- align technology with educational mission of the school district
- show value
- eliminate silos
- look for cost savings
- other investments with long-term savings
- transformational strategies
- engage community – bond issues, levies, and other funding
consortium for school networking: 10 concepts http://www.nmc.org/organization/cosn/
virtualization; data deluge; energy and green IT; complex resource tracking; consumerization and social software; unified communications; mobile and wireless; system density; mashups and portals; cloud computing
what is a quick recovery?
Action plan: 1. Focus on virtualization and green IT for immediate cost and flexibility benefits. 2. Look at storage virtualization, deduplication and thin provisioning. 3. Evaluate web social software to transform interactions 4. exploit mashups and cloud-based services to address immediate user needs. 5. link UC to collaboration and enterprise applications to support growth initiatives. 6. begin to track weak signals and subtle patterns – from everywhere.
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SchoolDude – Josh Green, Application Engineer, josh.green@schooldude.com
- lack of budget and staff
- managing upkeep and replacement of growing number of devices
- time
- perception gap (what we are doing)
tool: Insight
agentless network discovery mechanism. scanning of devices on the network. optimize hard software usage, improve planning and budgeting process with status reporting.
MDM (mobile device management). supports both BYOD and school devices. control app distribution across the network, supervise device usage, remotely manage device policy
Helpdesk: complete ticket to close helpdesk solution
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Q&A time
technology facilitators: spend time at assigned schools; talk to teacher and try to figure out what teachers know about technology and then work the principal to customize workshops (PLCs) to build the skills based on their skills set. versus technology facilitator at every school. Help them grow their own.
certificate of attendance-Plamen Miltenoff
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
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more on the use of smart phones in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims?s=phone+classroom
NMC/CoSN Horizon Report 2017 K–12 Edition
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia
p. 20 Coding as a Literacy
p. 24
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
