Multi-Touch Books in Higher Education: A Study of Educational Leadership and Policy for Schools of Education

Technology points to gaps in higher education adoption of learning technologies where decisions are based on a digital tool’s efficacy and unique capabilities, rather than the role they play in effective teaching and learning (Grush, 2019). Higher Education institutions and their faculty postpone technical decision-making. This results in an educational system ill-equipped to meet the needs of students, faculty, and sufficient digital fluency of graduates and the workforce. By integrating current, interactive tools into teaching materials, such as multi-touch books, or iBooks, faculty can meet their students’ learning needs, thereby improving competencies and ability to track their assessment and engagement throughout a program. This Dissertation-in-practice (DiP) appraises an interactive multi-touch book, Educational Leadership and Policy, as an effective delivery tool for faculty in Schools of education in order to improve student engagement and success. The study examines the adoption of iBook by faculty and their students at a higher education institution in the Southeastern United States to understand what relationship exist with multi-touch books and student success. Given that new technologies within higher education are relatively recent, this study is relevant and may add to the evidence available on this emerging topic

Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

Multitouch experiment instructions (MEIs), implemented as interactive eBooks, are learning tools for pupils that offer various digital support tools and enable pupils to individualize their learning. They may be applied to contexts such as inquiry-based experiments in school laboratories, which involve highly demanding cognitive processes and require a high level of self-regulation. Self-regulation has been shown to be reliably promoted by interventions which include the targeted training of self-regulation strategies. A MEI was designed as an interactive eBook on experiments on the topic “Analysis of Cola”, suitable for an inquiry-based learning environment such as a school lab. The MEI’s potential to promote self-regulated learning was investigated by comparing it to a MEI with digital, integrated self-regulation training. The data revealed a significant increase of self-regulation in the control group, which consisted of pupils experimenting with the MEI on its own, and one experimental group, which included pupils that were supported by the MEI with an additional self-regulation training. It can be assumed that the MEI’s ability to promote self-regulated learning is comparable to the results achieved by an additional self-regulation training which explicitly addressed self-regulation strategies. This highlights the MEI’s potential to promote self-regulated learning in an indirect approach

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc

Friends of Henderson Library Newsletter

In This Issue: Save the Date ; Volunteer Opportunities ; Social Networking & Henderson Library ; Ebooks-More than just Kindle or NOOK ; Attention all Eagles Fans ; Online Tutorials Using Adobe® Captivate® ; Henderson Heroes: Spotlight on Employees ; Blogging and Tagging with the Library ; Streamlining Workflow Using Wikis & Google Docs ; Password Now Required for Library Computers ; EagleScholar: Georgia Southern University\u27s Institutional Repository ; BYOM: Bring Your Own Mat...to the Library? ; Center for Research Libraries Membership ; The USA PATRIOT Act vs. the Constitutio

Multimedia: An Effective Component in Digital Learning Environment

The Digital learning environment has been most powerful motivational force for both learners and teachers. It energizes the curiosity of student within the structured frameworks and reveals their own intellectual interests with the help of various components, like Multimedia and others. This technology has been power play of electronic media that embrace a set of standards for the creation and management of learning content in open market. This paper discusses the effectiveness of electronic media (like Multimedia), its various components and integrated framework

iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main ‘computing’ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by student