So many educational technology tools, so little time. From word processing to citation tools to storyboards to blogging to graphic organizers, the list of tech tools that can potentially improve student work is extensive. Three tools, in particular, that will enhance students’ work and the
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This article is not a Luddite’s rejection of digital technology. Even though I feel some intellectual kinship with Swiss philosopher Jean-Jacques Rousseau in regard to how some tools affect people constitutionally, I readily admit that digital technology has made my job as a teacher much
An interesting essay in the Journal of Management Education highlights “mounting evidence in the cognitive neuroscience literature that digital technology is restructuring the way our students read and think” (p. 374). It proceeds to explore the implications of this premise for higher education generally and
Laptops and tablet devices of various sorts are everywhere in college classrooms at this point. Students use them to take notes. Keying is quicker than writing notes longhand, and typed notes are subsequently easier to read. Faculty have two legitimate worries; students are using their
Interview by John OrlandoCurt Bonk is one of the foremost authorities on open resources in higher education. A professor of education at Indiana University, he is known for his many hundreds of talks, books, articles, and videos on open education. For a good introduction to
With globalization impacting almost every field, internationalization of the curriculum has become a goal shared by many colleges and universities. Many institutions look to study abroad programs to increase students’ awareness of and sensitivity to international issues and their understanding of different cultures and points
Elvis (the other one . . . Costello) was right: “Radio, it’s a sound salvation. Radio, it’s cleaning up the nation.” Radio didn’t die; it was just sleeping. Podcasting and ubiquitous audio tools have brought radio back to life and into the classroom in a
Technology makes it easy to record and distribute lecture material presented in class. What concerns many faculty is whether having the recorded lectures available gives students the excuse they need to skip class. Moreover, recorded lectures don’t give students the opportunity to ask questions. True,
Videos are the ideal way to deliver content in an online course because the web is a fundamentally audiovisual medium. But while many faculty assume that videos require high-level technical skills to produce, they are actually not beyond the means of the ordinary instructor. They
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