Exploring Faculty and Student iPad Integration in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 50-69
Author(s):  
Victoria M. Cardullo ◽  
LeNessa Clark
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
Mobile Technologies ◽  
Student Survey ◽  
Group Interviews ◽  
Impact Of Technology ◽  
The Impact

Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.

Exploring Faculty and Student iPad Integration in Higher Education

2020 ◽  
pp. 752-772
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
Mobile Technologies ◽  
Technology Support ◽  
Student Survey ◽  
Group Interviews ◽  
Impact Of Technology

Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

scholarly journals Redistributing work during COVID-19: Penn State University Libraries’ job bank

2020 ◽  
Vol 81 (8) ◽  
pp. 394
Author(s):  
Leo S. Lo ◽  
Binky Lush ◽  
Dace Freivaids
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Colleges And Universities ◽  
State University ◽  
University Libraries ◽  
Penn State ◽  
The Impact ◽  
Financial Losses

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

Focus group evaluation of teachers’ views on a new general education program in Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 67-74
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Xinli Chi
Keyword(s):  
Hong Kong ◽  
Focus Group ◽  
General Education ◽  
Teaching And Learning ◽  
Difficulty Level ◽  
Freshman Seminar ◽  
Group Evaluation ◽  
Hands On ◽  
Group Interviews ◽  
The Impact

Abstract Using teachers’ focus group interviews (n=40), this study examined the impact of the General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU). Results showed that teachers were generally satisfied with the GUR subjects and its implementation in its second year. Teachers regarded the design of GUR subjects was good and the students generally welcomed the subjects. Interactive teaching and learning methods adopted in GUR subjects such as fieldwork, hands-on projects, and team debates were highly appreciated by the respondents. Teachers also reflected that the GUR had promoted the intrapersonal and interpersonal development of the students. However, several challenges were also reported by teachers, including the difficulty level of Freshman Seminar subjects and lack of interaction in some GUR subjects, which suggested directions for further improvements.

Technologies, Teaching, and Learning in Higher Education

Education ◽  
2019 ◽  
Author(s):  
Jason M. Lodge
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Grey Literature ◽  
University Teaching ◽  
Technology In Teaching ◽  
Key Issues ◽  
Primary Focus ◽  
Impact Of Technology ◽  
High Level ◽  
The Impact

Among all of the activity and commentary about the impact of technology on higher education, there is, unfortunately, not a high proportion of this work that could be described as rigorous or logically sound. There is a tendency for scholars and commentators to take either an overwhelmingly positive position or a skeptical position on the use of teaching technologies, either seeing them as a silver bullet to solve all educational problems, or as a direct route to a hellish, dystopian future. The focus of this bibliography is the subset of journals, books, and articles that are based on sound evidence, are well argued, and are therefore of high quality and high possible utility. As such, the emphasis is on what is known, rather than on conjectures about the utopian or dystopian versions of the future of higher education. The primary focus is on the role and impact of technologies on teaching and student learning. The bibliography is aimed at providing a high-level overview of teaching technologies in higher education from the perspective of sound, evidence-informed pedagogy. The entries in this bibliography also only include those from peer-reviewed outlets (with one key exception). As grey literature tends toward baseless claims and is based more on opinion and conjecture than sound evidence, it has been left out of this bibliography. Also left out are high-level, sensationalist publications written by former university presidents, consulting firms, or star economists and management professors (again with one exception). As these well-known publications tend to make gross generalizations based on little evidence about how teaching and learning actually work, they are of no real use and have therefore not been included. Looking across all the entries provided here, it is evident that many of the key issues that currently occupy those involved in the conceptualization, research, and implementation of technology in teaching in higher education have been of interest for some time. Many of the seminal articles and topics were published a decade or more ago. While there is probably a case for fresh, systematic reviews and possible reconceptualizations of the role technologies are playing in university teaching, the long-established theories still provide a solid basis for understanding current issues. There has, in fact, possibly been a tendency to ignore these theories in favor of the latest trend or tool. So while it may appear that many of the sources cited in this bibliography are out of date, that is far from the case. It is not the new, shiny technologies that should drive innovation in university teaching, but rather the rigorous and scholarly contributions that have stood the test of time. It is those contributions that make up much of the literature included here.

Learning and Teaching with CMC in the U.S. Higher Education Arena

2011 ◽  
pp. 34-48 ◽  
Author(s):  
Allison V. Level ◽  
Amy E. Hoseth
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated ◽  
The Impact ◽  
The U.S

This chapter provides an overview of current issues and trends related to the impact and integration of computer mediated communication (CMC) and technological innovation in the teaching and learning environments of higher education in the United States. The chapter includes an introduction to the higher education arena, and then focuses on the current learning and teaching environments. Topics such as learning styles, learning behaviors, and CMC as an infrastructure in the student environment are discussed, along with transformational changes in the teaching environment. Recent fundamental changes in teaching and learning due to the incorporation of CMC are also discussed.

Digital Literacy Skills as Prerequisite for Teaching and Learning in Higher Education Institutions

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Tlou Maggie Masenya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Effective Use ◽  
The Impact

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

Learning spaces in higher education: an under-researched topic

2008 ◽  
Author(s):  
Paul H. Temple
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Institutional Effectiveness ◽  
Space Use ◽  
Learning Spaces ◽  
Use Of Space ◽  
Campus Design ◽  
Impact Of Technology ◽  
The Impact

The connections between the design and use of space in higher education, and the production of teaching and learning, and of research, are not well understood. This paper reports on a literature review on these topics, and shows that higher education spaces can be considered in various ways: in terms of campus design, in terms of how space can support the development of a university community, the needs of specialist spaces, and the impact of technology on space use. Space issues are central to the operation of universities, and further research is needed to illuminate the connections between space and institutional effectiveness.

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