I am currently doing my doctoral research in information science, more specifically in the area around ubiquitous and pervasive technologies and learning. As I have worked through this process I realize I keep coming back to an Atlantic Monthly article, written in 1945, by Vannaver Bush that I first read almost ten years ago. In the article Bush is discussing innovative concepts; including hypertext, social user tagging, digital photography, and even early notions of ubiquitous technology-mediated interaction. More on this later, now let me turn to the impetus for this blog post.
Author: Mark Millard
Educational researchers and practitioners are continually trying to reconcile effective models of teaching and learning under the pressure and drive of constantly changing technologies. These driving forces are often techno-centric in nature, from popular discourse made up of technology advocates and marketers, which make it difficult and confusing for educators and universities to know which technologies might actually benefit teaching and learning.
Have you noticed there is an omni-presence of cloud computing in the popular technology media these days!? I am currently reading an excellent social informatics book on Computerization Movements and Technology Diffusion by Elliott & Kraemer that I think can help provide a way to view the various ongoing technological hype with a clear head and a fresh perspective. In brief, computerization movements refer to a kind of social and technological movement that promotes the adoption of comp
With the range of course management systems/learning management systems (LMS) available on the market (i.e., Blackboard-WebCT, Angel, Sakai, and Moodle), I often question whether any of them offer anything remarkably innovative for teaching & learning?