To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

The Digital Revolution and Higher Education

Presents survey findings about the views of college presidents and the public on the value of, prevalence of, and experience with online learning, as well as the role of the Internet and related technologies in education and prospects for future growth

E-Books: Cognitive and Visual Effects

Sight is incredibly important to daily life. One critical use of this sense is reading, which allows people to communicate and learn new things if the reader is able to effectively comprehend what he or she has read. The proliferation of technology has resulted in much of our reading today being done through digital media. Information-presenting screens are found nearly everywhere, including within the education system. While E-books can offer some advantages, their purpose would not be served if they hindered understanding. Additionally, excessive use of technological devices can bring about symptoms of eyestrain. It was hypothesized that E-books are in fact neither helpful nor harmful in reading comprehension but may increase reading time. In the present study, 40 students at Butler University read a short story either on paper or on a laptop screen. They then took a quiz over the plot events of the short story, either in a physical or digital format. Lastly, they completed a short survey regarding their use of E-books and how their technological interactions affect their vision. It was found that the only factor that affected quiz scores was the testing medium. It is important, then, to ensure that online exams are user-friendly

How Teachers Are Using Technology at Home and in Their Classrooms

A survey of Advanced Placement and National Writing Project teachers shows that digital tools are widely used in their classrooms and professional lives. Yet, many of these high school and middle school teachers worry about digital divides when it comes to their students' access to technology and those who teach low-income students face obstacles in bringing technology into their teaching

The road less travelled: leadership and engagement of learners in a collaborative learning environment

[Abstract]: Historically at USQ we have taught information literacy classes in a very traditional instructional format. The training labs have rows of seating facing forward, and large computer monitors in front of participants. The trainer stands at the front with a whiteboard and projection screen. With innovations in teaching styles and developments in learning spaces, we are this year initiating a change to information literacy classes. Traditional training labs and teaching styles have been replaced by collaborative group learning spaces and a guided teaching style. As part of a refurbishment project, one of our training labs and an office area of the library have been set up to support collaborative learning. Subsequently in Semester 1, 2009 we will begin using the new collaborative learning facilities for all generic information literacy classes, and some faculty classes. In the past our training has focussed on the transmission of information and we have not fully engaged our students in the learning process. We have used PowerPoint’s and the Library website to conduct classes. Whilst the basic information we want to impart to students will be the same, the way we do this and hopefully the learning outcomes will change significantly with the shift to a collaborative teaching style and environment

Interactive lectures: Clickers or personal devices?

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation