Today, over 3,000 of the Web 2.0 applications and services are available on the Web and many of them have great potentials in teaching and learning. The image link shown below was a presentation I delivered at the 2011 TxDLA 14th Conference in San Antonio two weeks ago. This presentation offers a list of 15 of the best Web 2.0 applications for teachers. These Web 2.0 tools are free and valuable to teachers and students.
Posts Tagged ‘students’
Developments in computing technology have transformed the Internet. Starting as an obscure file sharing network between researcher’s computers, the Web has become a robust virtual world of media and information. Skills with online marketing, branding, and collaborative work are now vital for the growth of modern businesses. Competitive companies expect their employees to be technologically literate and wish to hire and promote employees who are comfortable enough to create, communicate, collaborate, and innovate with emerging technology tools. Accordingly, mastering Web 2.0 technologies gives students a strong edge within industries, such as Fashion Merchandising, which are quick paced and rapidly evolving.
Dr. Gallayanee Yaoyuneyong, my colleague in fashion merchandising at the University of Southern Mississippi, and I gave a presentation yesterday at the 2011 Creating Future Through Technology Conference (CFTTC) in Bilxoi, Mississippi. In this presentation, we introduced three groups of Web 2.0 technologies (collaboration tools, presentation enhancers, and branding and promotion tools). We believe that familiarity with these categories of tools will increase students’ marketability and help them succeed in their chosen careers. In addition, we offered recommendations on numerous Web 2.0 tools and provided examples on how students can gain experience using these tools for real-world scenarios and tasks pertinent to the Fashion Merchandising industry.
Below is our presentation, please feel free to offer your comments and suggestions. Thanks.
A survey report, “Instructors and Students: Technology Use, Engagement and Learning Outcomes,” was recently released by Cengage Learning. The survey was conducted by research and consulting firm Eduventures and was administered to 751 students and 201 instructors across the United States in December 2010. This is the second Cengage Learning/Eduventures survey designed to uncover how educational technology impacts overall student engagement and learning outcomes.
According to survey results, students and instructors do agree that educational technology can enhance engagement, which can lead to improved learning outcomes.
- A majority (58 percent) of instructors believe that technology in courses positively impacts student engagement.
- Seventy-one percent of instructors that rated student engagement levels as “high” report seeing a great benefit to learning outcomes as a result of using technology in courses.
- Seventy-one percent of students who are employed full-time and seventy-seven percent of students who are employed part-time prefer more technology-based tools in the classroom.
In addition, students and instructors have seen technology improve engagement in the past 12 months.
- 79 percent of instructors and 86 percent of students have seen the average level of engagement improve over the last year as they have increased their use of digital educational tools.
- Additionally, 67 percent of students reported they preferred courses that use a great deal of technology, a nine percent increase from the previous year.
- Similarly, 58 percent of instructors said they prefer teaching courses that use a great deal of technology, a 10 percent increase from 2009.
A great video produced by Justin Tarte, a teacher at Seckman High School in Imperial, MO. With the huge push for technology in schools, Justin asked what his students thought about their feelings toward technology in schools. Here are 25 responses from his students.
A week ago, Kaitlyn Cole informed me that an article, “100 Time-Saving Search Engines for Serious Scholars,” on their blog and thought my readers might find it interesting. Definitely, the article provides an excellent collection of search tools for students conducting their search. The recommended search tools will help students and researchers save time to find books, journal articles and even primary source material for whatever kind of research they’re working on. The article offers 100 search engines in 11 categories: General, Meta Search, Databases and Archives, Books and Journals, Science, Math and Technology, Social Science, History, Business and Economics, Other Niches, and Reference. For the complete listing of 100 search engines, please view the article at onlineuniversities.com
I have recently read an interesting report, ECAR study of undergraduate students and information technology, 2008, published by ECAR (EDUCAUSE Center for Applied Research). The study investigated the use of technology by undergraduate students in American colleges and universities. The report includes the key findings from a web based survey of over 23,000 students at nearly 100 American higher education institutions, which are supplemented by focus group findings and comparative data from surveys in previous years. It covers areas such as technology ownership, the amount of time spent online, the type of activities undertaken by students, student IT skills and information literacy, IT content in courses and how students view the role of technology in their learning. In addition, it includes a range of questions on the use of social networking websites, such as Facebook.
Here are the key findings based on the short summary in October 27, 2008 issue of OCLC Abstracts:
- More than 80 percent of respondents own laptops, 53.8 percent own desktops, and one-third own both a laptop and a desktop.
- Laptop ownership increased from 65.9 percent in 2006 to 82.2 percent in 2008. Freshmen respondents are entering college with new laptops in hand-this year 71.1 percent have a laptop less than one year old.
- Ownership of Internet-capable cell phones is also on the rise, now owned by 66.1 percent of respondents. Most respondents, however, do not yet take advantage of the Internet capability, citing high cost, slow response and difficulty of use as primary reasons.
- Despite barriers to use, almost one-fourth of respondents access the Internet from a cell phone or PDA at least monthly, and 17.5 percent do so weekly or more often.
- Respondents report spending an average 19.6 hours per week actively doing online activities for work, school or recreation, and 7.4 percent spend more than 40 hours per week doing so.
- Almost all students surveyed use the college or university library Web site (93.4 percent) and presentation software (91.9 percent). Also used by most students are spreadsheets (85.9 percent), social networking sites (85.2 percent), text messaging (83.6 percent) and course management systems (82.3 percent).
- About one-third of respondents report using audio-creation or video-creation software and 73.9 percent use graphics software (Photoshop, Flash, etc.).
- Almost one-third engage in online multiuser computer games (World of Warcraft, EverQuest, poker, etc.) and about 1 in 11 respondents (8.8 percent) report using online virtual worlds (Second Life, etc.).
- Students are interactive on the Web, with more than one-third contributing content to blogs, wikis, and photo and video Web sites.
- Over 85 percent of respondents report using social networking sites. The striking change over the last two years was in how many respondents now use social networking sites on a daily basis, from 32.8 percent in 2006 to 58.8 percent in 2008.
To view the full report, you can access the table of contents (in HTML format) on Educause site. Also, the complete report (122 pages) can be downloaded at http://net.educause.edu/ir/library/pdf/ers0808/rs/ers0808w.pdf