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This study examines data acquired from 120 undergraduate college students as part of a required assignment in which they were required to eliminate the use of all technology for a consecutive 24-hour period. The data were analyzed to determine (1) how they felt starting the assignment, (2) what technology they stopped using, (3) substitute activities used in lieu of technology, (4) how they felt at the conclusion of the technology moratorium, and (5) whether the participants would introduce long-term change in their use of technology. It was determined that, overall, students were apprehensive at the start of the exercise but subsequently experienced a positive experience at the conclusion. The most commonly identified technology device identified was a mobile phone. Substitute activities varied and included things such as sleeping, reading, and spending time with friend and family. Because of the positive experience, many indicated that they would be more mindful and modify their usage of technology devices.

Educator Perceptions of Digital Devices

There is a growing concern regarding student use of digital devices such as smartphones during classroom instruction. This pilot study used a mixed-method survey to collect data from 146 K-16 educators. Eighty percent of the participants said that students multitask, and 50% said they multitask a lot. Many of the instructors reported they are distracted by students' use of phones while more than half of the participants indicated they felt doing multiple tasks at the same time disrupts class time and may impact a students' ability to learn. These findings have important implications because classroom instructors may need to modify instructional strategies to keep students on task, have clear policies on the use of electronic devices, and ensure that students understand instructor expectations.

Digital Learning Management Systems Case Study

Digital learning management systems (DLMSs) are an important and necessary educational tool for learning activities. Universities are using the Digital LMS tools that are unique to their environment. Different universities have different DLMS tools that are software driven and allow the users (management, instructors, and students) to use them for regular tasks. This research discusses the qualitative data collected using a case study methodology. In this research, a case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. This case study is based on a deanship of a university implementing a digital learning management system in the country of Jordan. The research provides an analysis of the interviews to gain insights into instructors' perspectives regarding the factors influencing the implementation of the digital learning management system in a higher education sector.

Creepy Technologies and the Privacy Issues of Invasive Technologies

Technology has become increasingly invasive and corporate networks are expanding into public and private spaces to collect unprecedented data and provide new services such as artificial intelligence and through unsettling human-like personas. The term “creepy technology” is appearing in the literature along with concerns for privacy, ethical boundaries, cybersecurity, and mistaken identity but is also in news articles to inform the public about technology advances that affect consumer privacy. Invasive technology provides the impetus for external adaptation for many organizations and current trends require rapid adaption to potential threats to security. Also, usability addresses how users respond and adapt to new technology. This chapter includes the presentation of an exploratory study of how the public responded to various technology announcements (N=689 responses) and results indicated a significant response to invasive technologies and some sense of freedom to opine. This chapter also provides discussion of interventions that are critical to both public and private sectors.

Web and Education as Disruptors of Traditional Education and Development of Future Students and Workers

Over the past 30 years, the internet has evolved from being the web of content to being the web of thoughts and the web of things in business, communication, entertainment, and education. To stay competitive, higher education institutions have had to train students on the wide range of skills and experiences and to move to digital platforms to better meet the needs of students, employees, and organizations. This chapter provides an overview of the development of online education, the 1.0 to 5.0 phases of web development, and how the field of education has adapted to these phases. Particular emphasis is placed on the use of mobile learning such as MOOCs, course collaboration software, and how smartphones can be used in courses to interact with peers and faculty. This chapter then presents a case study illustrating how online courses can successfully integrate Web 4.0 and 5.0 technology. It concludes by discussing the benefits and challenges of adopting some disruptive technologies and on how educational institutions can meet the needs of the next generation of students.

eService-Learning

The service-learning pedagogy has flourished in popularity and student outcomes, and with the online student population expanding, institutions of higher learning must develop programs with similar content across both face-to-face and distance-learning applications. Institutions are using eService-Learning (eS-L) programs to address this divide. Commonly reported service-learning outcomes include student's sense of belonging and community engagement, and this chapter aims to present a case with similar outcomes for graduate-level students enrolled in a distance learning course with a substantive service-learning component.

Computational Thinking and Robotics

This chapter explores a unique framework that expresses freshness and innovation within revolutionary learning experiences. The chapter focuses on the implementation of computational thinking skills as an essential element of a robotics education program that was driven by hands-on activities instilling the notion of imagination through innovative projects. Engineering design applications with robotics created an atmosphere in which students applied abstract mathematics and science concepts. The robot and its technology imploding in the field of education created excitement in the minds of students with renewed, revitalized interest, and curiosity stretching across the areas of science, technology, engineering, and mathematics (STEM). Robotics education along with computational thinking skills are primary keys for unlocking the unlimited creative and innovative potential with engaging hands-on activities. Robots, a fascinating learning instrument, rejuvenate, animate, and revive 21st century skills in tech-savvy language familiar with today's students.

Flipped Inclusion Between Educational Emergencies and Transformative Socio-Semiotic Didactics

This chapter analyzes aspects of the information and communication society, which affirm the power of knowledge in the continuous recognition and reinterpretation of signs. Deviant aspects of technology use related to cognitive capitalism and consumer needs that are expressed in knowledge are addressed and new forms of educational emergencies are outlined. The flipped inclusion model is based on epistemological constructs, which characterize the cross-media society and on the value of the circular economy, understood as self-regenerative, through investments in circular education as a permanent re-education process. The research, carried out in Italy, proposes an existential design model, focused on the perspectives of a permanent and inclusive system of learning. The aim of the research was to highlight how a trans-educational pedagogical-didactic model formed personalities with a plural-prosocial identity and favored the processes of co-management and the co-construction of inclusive contexts.

Teaching in a Makerspace

This chapter provides an in-depth study of the teaching practices of instructors who primarily guide and facilitate learning in a makespace. With a close look at the pedagogical practices that govern teaching and learning in the maker classroom, this study presents instructors who modeled these frameworks. In addition to their own knowledge base and expertise, they were able to efficiently and effectively integrate multi-resources in a unique learning environment while helping learners succeed and adopt the maker mindset. Makerspaces are changing how we perceive learning and teaching. Instructors highlighted in this chapter put forth activities and learning goals that were learner centered and interesting to various learning needs. They designed and created a learning environment that safeguarded learners and allowed them to experiment with ideas and materials, creating different iterations of learning and redefining what success and failure means.

Do Loneliness and Social Connectedness Improve in Older Adults Through Mobile Technology?

About one-fifth of the population in the United States in 2015 will be age 65 or older in 2050 and loneliness may be a contributing factor that inhibits their well-being and overall health. As the number of older adults continues to escalate, information and communication technologies such as smartphones and computers may create an increase in social connectedness leading to a decline in loneliness and social isolation. Results from this pilot study suggest that the older adult participants demonstrated some degree of loneliness. As the older adults used social media to connect with friends, family, and other information of interest, there was an increase in social connectedness for many of the participants, but the intensive iPad intervention was not significant in terms of reducing loneliness for either group over time.