Hot Topics in Technology: What’s New and

How to Use it Effectively

Hot Topics in Technology: What’s New and

How to Use it Effectively

Florida State University

Rachel Navarre (team leader), Holly Radford, Jill Peerenboom and Candace

Ford

Florida State University

Rachel Navarre (team leader), Holly Radford, Jill Peerenboom and Candace

Ford

E-mail and Institutional Spam E-mail and Institutional Spam

Hot Topics in Technology

Hot Topics in Technology

E-Mail and Institutional Spam Blogs Podcasting Virtual Classrooms Streaming Videos

E-Mail and Institutional Spam Blogs Podcasting Virtual Classrooms Streaming Videos

What is e-mail?What is e-mail?

E-mail stands for electronic mail E-mail is a means of sending messages from

one individual to another through communications such as computers, PDA, and cell phones

Institutions have embraced e-mail as a means, or the means, of communicating with the campus community

When too many campus-wide e-mails are sent out through the campus listserv, institutional spam can occur. Institutional spam is a negative side-effect of campus emailing.

E-mail stands for electronic mail E-mail is a means of sending messages from

one individual to another through communications such as computers, PDA, and cell phones

Institutions have embraced e-mail as a means, or the means, of communicating with the campus community

When too many campus-wide e-mails are sent out through the campus listserv, institutional spam can occur. Institutional spam is a negative side-effect of campus emailing.

Why is E-mail Important?Why is E-mail Important?

Convenient - Can be sent from any location; no need for envelopes or stamps

Instant - No waiting for phone calls or letters in the mail

Up-to-the-minute - Provide important announcements, emergency information

Broad reach - contact limitless number of people at the same time with a click of a button

Convenient - Can be sent from any location; no need for envelopes or stamps

Instant - No waiting for phone calls or letters in the mail

Up-to-the-minute - Provide important announcements, emergency information

Broad reach - contact limitless number of people at the same time with a click of a button

Benefits of E-mailBenefits of E-mail

E-mail allows for the dissemination of information to students Can inform them about important events and

campus announcements Quick way to communicate with the masses Convenient way for students to contact

faculty/staff instead of visiting office hours Student might be more willing to ask questions via e-

mail instead of in class E-mail is helpful for commuter students to contact

faculty/staff

E-mail allows for the dissemination of information to students Can inform them about important events and

campus announcements Quick way to communicate with the masses Convenient way for students to contact

faculty/staff instead of visiting office hours Student might be more willing to ask questions via e-

mail instead of in class E-mail is helpful for commuter students to contact

faculty/staff

Drawbacks of E-mailDrawbacks of E-mail

If the receivers do not check their e-mail accounts regularly, time-sensitive e-mails may not be read in time

E-mails may not reach the intended recipient Examples: E-mails accidentally filter into

junk e-mail box, e-mails are deleted, e-mails are sent to wrong users

If the receivers do not check their e-mail accounts regularly, time-sensitive e-mails may not be read in time

E-mails may not reach the intended recipient Examples: E-mails accidentally filter into

junk e-mail box, e-mails are deleted, e-mails are sent to wrong users

Drawbacks of Institutional Spam

Drawbacks of Institutional Spam

If campus-wide listservs are overused, students can become desensitized to the e-mails

From this desensitizing, students choose to ignore or delete campus e-mails

Many campuses use the same listservs for important academic announcements as well as social events When e-mails are given the same weight,

students choose to ignore all campus e-mails

If campus-wide listservs are overused, students can become desensitized to the e-mails

From this desensitizing, students choose to ignore or delete campus e-mails

Many campuses use the same listservs for important academic announcements as well as social events When e-mails are given the same weight,

students choose to ignore all campus e-mails

How to use Campus E-mail Effectively

How to use Campus E-mail Effectively

If e-mail is going to be used by the campus to relay important information, create a campus communication policy Ex: E-mail is the campus’ official means of

communication to the university

Differentiate campus e-mails by importance so students do not become desensitized and delete important information

If e-mail is going to be used by the campus to relay important information, create a campus communication policy Ex: E-mail is the campus’ official means of

communication to the university

Differentiate campus e-mails by importance so students do not become desensitized and delete important information

Blogs Blogs

What are Blogs?What are Blogs?

Websites in the form of an online journal

Generated by one or more users Interactive: readers can post

reactions in comments section and the author can respond

First emerged in 1994, became popular in 1999

Websites in the form of an online journal

Generated by one or more users Interactive: readers can post

reactions in comments section and the author can respond

First emerged in 1994, became popular in 1999

Why are Blogs Important?Why are Blogs Important?

More than 57 million blogs existed as of October 2006

100,000 new blogs are created daily Blogs are widely accessible to anyone

with an internet connection Students familiar with social networking

sites (such as Facebook and MySpace) are familiar with the concept of posting public journals

More than 57 million blogs existed as of October 2006

100,000 new blogs are created daily Blogs are widely accessible to anyone

with an internet connection Students familiar with social networking

sites (such as Facebook and MySpace) are familiar with the concept of posting public journals

Benefits of BlogsBenefits of Blogs An alternative to paper journals and e-

mail discussions Students can be notified by RSS

(Really Simple Syndication) when the blog is updated

Blogs are publicly accessible, allowing students to communicate with peers from other schools, distance learners, and potential students

An alternative to paper journals and e-mail discussions

Students can be notified by RSS (Really Simple Syndication) when the blog is updated

Blogs are publicly accessible, allowing students to communicate with peers from other schools, distance learners, and potential students

Drawbacks of BlogsDrawbacks of Blogs

As with other methods of class participation, some students may participate more and get more benefit from the use of the blog than others

Successful blog writings are usually the result of a desire to share information with others, some students may lack this desire

Interaction on individual blogs may be less substantial than those on group blogs

As with other methods of class participation, some students may participate more and get more benefit from the use of the blog than others

Successful blog writings are usually the result of a desire to share information with others, some students may lack this desire

Interaction on individual blogs may be less substantial than those on group blogs

How to use Blogs Effectively

How to use Blogs Effectively In the classroom:

Track student reflection of in-class or practical experience for use in discussion

Build community and facilitate communication among class members

To track student development: Set up individual blogs for new students

and provide them with guided questions to aid in academic and personal advising

In the classroom: Track student reflection of in-class or

practical experience for use in discussion

Build community and facilitate communication among class members

To track student development: Set up individual blogs for new students

and provide them with guided questions to aid in academic and personal advising

Podcasting Podcasting

What is Podcasting?What is Podcasting?

A podcast is a media file that is distributed over the Internet using syndication feeds, for playback on portable devices such as iPods or other MP3 players and personal computers

Students would be able to access free of charge recorded podcasts from a university created website distributing podcast files or an outside podcast file service such as iTunes U

A podcast is a media file that is distributed over the Internet using syndication feeds, for playback on portable devices such as iPods or other MP3 players and personal computers

Students would be able to access free of charge recorded podcasts from a university created website distributing podcast files or an outside podcast file service such as iTunes U

What is Podcasting?What is Podcasting? Class lectures, guest speakers, discussion

groups, or any other forms of instruction are converted to MP3 files for students to download

University campuses provide either their own site to host the podcasts for students to download or many websites have been created to facilitate this process. These websites include: iTunes U, Pick-a-Prof, Webcast.Berkley, BoilerCast.

Class lectures, guest speakers, discussion groups, or any other forms of instruction are converted to MP3 files for students to download

University campuses provide either their own site to host the podcasts for students to download or many websites have been created to facilitate this process. These websites include: iTunes U, Pick-a-Prof, Webcast.Berkley, BoilerCast.

Why is Podcasting Important?

Why is Podcasting Important?

Podcasting has been growing steadily over the last three years as an alternate form of instruction. It blends common student technology such as iPods and other MP3 players with classroom teaching and communication.

Many schools have taken on this form of instruction such as Duke University, Purdue University at West Lafayette, Stanford University, Drexel University, University of Michigan School of Dentistry, University of Wisconsin Madison, and University of Missouri School of Journalism.

Podcasting has been growing steadily over the last three years as an alternate form of instruction. It blends common student technology such as iPods and other MP3 players with classroom teaching and communication.

Many schools have taken on this form of instruction such as Duke University, Purdue University at West Lafayette, Stanford University, Drexel University, University of Michigan School of Dentistry, University of Wisconsin Madison, and University of Missouri School of Journalism.

Benefits of PodcastingBenefits of Podcasting

Students that were absent from class can stay on track with their coursework

Students may review the lecture for clear understanding or to review for an exam

Students may slow down the lecture if having trouble understanding certain aspects

Students who speak English as a second language can listen to the lecture multiple times for clarification

Podcasting can be used for the instruction of foreign language classes

Students that were absent from class can stay on track with their coursework

Students may review the lecture for clear understanding or to review for an exam

Students may slow down the lecture if having trouble understanding certain aspects

Students who speak English as a second language can listen to the lecture multiple times for clarification

Podcasting can be used for the instruction of foreign language classes

Benefits of PodcastingBenefits of Podcasting

Students cannot only download one specific class but have the entire semester’s lecture download automatically as the lectures become available on the website

Mobility of lecture or review; students can listen to class lectures while waiting on the bus or doing laundry

Students already use technology of iPods and MP3 players; this technology plays into their interests and comfort with technology

Can be used not only for classes but to spread important information of campus news to alumni and the community

Students cannot only download one specific class but have the entire semester’s lecture download automatically as the lectures become available on the website

Mobility of lecture or review; students can listen to class lectures while waiting on the bus or doing laundry

Students already use technology of iPods and MP3 players; this technology plays into their interests and comfort with technology

Can be used not only for classes but to spread important information of campus news to alumni and the community

Benefits of PodcastingBenefits of Podcasting Students can listen to music by other students on

campus or commentary from the football game and other sporting events on campus

Student volunteers can be utilized to set up equipment for podcasting in classrooms and can also be educated on the operations and troubleshooting of the technology

Podcasting can be used as homework; students must listen to a lecture before coming to class and the classroom experience can be used for discussion and hands-on experiments

Faculty or staff will not have the worry of a couple students in the class falling behind because he or she knows that the students can listen to the lecture again

Students can listen to music by other students on campus or commentary from the football game and other sporting events on campus

Student volunteers can be utilized to set up equipment for podcasting in classrooms and can also be educated on the operations and troubleshooting of the technology

Podcasting can be used as homework; students must listen to a lecture before coming to class and the classroom experience can be used for discussion and hands-on experiments

Faculty or staff will not have the worry of a couple students in the class falling behind because he or she knows that the students can listen to the lecture again

Drawbacks of PodcastingDrawbacks of Podcasting Students will download the lectures and not attend class Faculty have to be willing to participate and facilitate

recording procedures Embracing podcasting might leave behind students who

can’t afford MP3 players Who owns lectures? There are mixed opinions on

whether podcasts should be open to the public or only students at the university

Some students will show up, sign the attendance sheet, and leave class knowing they can listen to the podcast at a later time

There is little evidence that podcasts can hold students’ attention any better than classroom lectures

Students will download the lectures and not attend class Faculty have to be willing to participate and facilitate

recording procedures Embracing podcasting might leave behind students who

can’t afford MP3 players Who owns lectures? There are mixed opinions on

whether podcasts should be open to the public or only students at the university

Some students will show up, sign the attendance sheet, and leave class knowing they can listen to the podcast at a later time

There is little evidence that podcasts can hold students’ attention any better than classroom lectures

Drawbacks of PodcastingDrawbacks of Podcasting

Students do not want to spend any more time listening to lectures than the time assigned to classroom instruction

There will be costs to buying, setting up, and distributing the podcast equipment to the students. It will cost both time of faculty and staff as well as money to purchase equipment.

Podcast service providers that handle podcast files may back out of the service at any time

Students do not want to spend any more time listening to lectures than the time assigned to classroom instruction

There will be costs to buying, setting up, and distributing the podcast equipment to the students. It will cost both time of faculty and staff as well as money to purchase equipment.

Podcast service providers that handle podcast files may back out of the service at any time

How to use Podcasting Effectively

How to use Podcasting Effectively

Convene a technology committee or department to handle podcasting and take responsibility off of the faculty

Have students set up and transfer podcasts so they can learn the process and equipment

Make the classroom lectures half and half so students need to come to class to learn specific things or questions for an exam

Convene a technology committee or department to handle podcasting and take responsibility off of the faculty

Have students set up and transfer podcasts so they can learn the process and equipment

Make the classroom lectures half and half so students need to come to class to learn specific things or questions for an exam

Virtual Classrooms

Virtual Classrooms

What are Virtual Classrooms?What are Virtual Classrooms?

Online communities through which students engage in learning

Instructors use these communities to facilitate discussion, share information, and collect assignments from students

Can be used as a component of a course that meets online and still has a face-to-face component (known as a hybrid course)

It is accessible via the Internet, 24 hours a day, 7 days a week

Online communities through which students engage in learning

Instructors use these communities to facilitate discussion, share information, and collect assignments from students

Can be used as a component of a course that meets online and still has a face-to-face component (known as a hybrid course)

It is accessible via the Internet, 24 hours a day, 7 days a week

Why are Virtual Classrooms Important?

Why are Virtual Classrooms Important?

Student culture is shifting to one in which communication is constant and information is easily accessible

Virtual classrooms provide students with access to information

Can be used to target non-traditional students

Student culture is shifting to one in which communication is constant and information is easily accessible

Virtual classrooms provide students with access to information

Can be used to target non-traditional students

Benefits of Virtual Classrooms

Benefits of Virtual Classrooms

Provides learning opportunities to students who would not normally enroll, thereby creating revenue

No defined work day for instructors because classroom can be accessed 24/7

Can free up classrooms and reduce class sizes

Learning is student-driven and students must take accountability for their own learning

Provides learning opportunities to students who would not normally enroll, thereby creating revenue

No defined work day for instructors because classroom can be accessed 24/7

Can free up classrooms and reduce class sizes

Learning is student-driven and students must take accountability for their own learning

Drawbacks of Virtual Classrooms

Drawbacks of Virtual Classrooms

Instructors tend to take existing curriculum and transplant it into virtual classroom

Instructors are inadequately trained in developing curriculum that will be useful in an online environment

Students may experience isolation and frustration

Can be difficult to know if the student enrolled is the person actually completing assignments

Instructors tend to take existing curriculum and transplant it into virtual classroom

Instructors are inadequately trained in developing curriculum that will be useful in an online environment

Students may experience isolation and frustration

Can be difficult to know if the student enrolled is the person actually completing assignments

Drawbacks of Virtual Classrooms

Drawbacks of Virtual Classrooms

For online classes, visitation and accreditation must also be done online, so accrediting agency must be trained to assess online environments

Both student and teachers must read and write more than they would in a traditional classroom setting

All learning mediums must be supported by technology; if technology fails so does learning

For online classes, visitation and accreditation must also be done online, so accrediting agency must be trained to assess online environments

Both student and teachers must read and write more than they would in a traditional classroom setting

All learning mediums must be supported by technology; if technology fails so does learning

How to use Virtual Classrooms Effectively

How to use Virtual Classrooms Effectively

System engages student/community Learning outcomes are flexible and

largely determined by learners Students must feel part of and take

ownership in online community Encourage online visits by

multidisciplinary experts around the globe that can help students identify misconceptions in previous learning

System engages student/community Learning outcomes are flexible and

largely determined by learners Students must feel part of and take

ownership in online community Encourage online visits by

multidisciplinary experts around the globe that can help students identify misconceptions in previous learning

How to use Virtual Classrooms Effectively

How to use Virtual Classrooms Effectively

Time must be given to discuss with instructors what technologies are available

Instructors need to be able to pick from a variety of technologies to meet their needs and preferences

Greatest challenge is lack of face-to-face contact

Students ideas must be central to the learning process

Time must be given to discuss with instructors what technologies are available

Instructors need to be able to pick from a variety of technologies to meet their needs and preferences

Greatest challenge is lack of face-to-face contact

Students ideas must be central to the learning process

Streaming Videos Streaming Videos

What are Streaming Videos?

What are Streaming Videos?

Streaming videos are videos that are hosted on video-sharing websites that can be viewed without having to download the file

Anyone can watch the videos, forward them on to friends, or post their own videos

Streaming videos are videos that are hosted on video-sharing websites that can be viewed without having to download the file

Anyone can watch the videos, forward them on to friends, or post their own videos

Why are Streaming Videos Important?

Why are Streaming Videos Important?

New, emerging technology Can be used in the classroom as

supplemental material Non-traditional method of teaching

New millennial generation of students are more engaged in the classroom when technology is used

New, emerging technology Can be used in the classroom as

supplemental material Non-traditional method of teaching

New millennial generation of students are more engaged in the classroom when technology is used

Benefits of Streaming Videos

Benefits of Streaming Videos

Constant flow of new information 100 million clips are viewed each day on

YouTube, a popular streaming video site Useful for finding hard-to-find video clips

and current event topics Easy access to videos during the lecture

or outside of the classroom Since downloading the videos is not

required to view, it eliminates the worry of viruses

Constant flow of new information 100 million clips are viewed each day on

YouTube, a popular streaming video site Useful for finding hard-to-find video clips

and current event topics Easy access to videos during the lecture

or outside of the classroom Since downloading the videos is not

required to view, it eliminates the worry of viruses

Drawbacks of Streaming Videos

Drawbacks of Streaming Videos

Difficulty in determining which videos are from credible sources

Students and professors may question if they are violating any copyright laws

With the use of recording devices, professors’ lectures are subject to being captured and posted on the Internet

Since videos are posted by the public, they can also be removed by the public. A video clip available one day may not be there the next day.

Difficulty in determining which videos are from credible sources

Students and professors may question if they are violating any copyright laws

With the use of recording devices, professors’ lectures are subject to being captured and posted on the Internet

Since videos are posted by the public, they can also be removed by the public. A video clip available one day may not be there the next day.

How to use Streaming Videos Effectively

How to use Streaming Videos Effectively

Capture students’ attention Adds an interactive element to

lectures Videos can be assigned as

homework for students to view outside of the classroom Saves lecture time in class

Capture students’ attention Adds an interactive element to

lectures Videos can be assigned as

homework for students to view outside of the classroom Saves lecture time in class

ReferencesReferencesBlog. (2007, February 17). In Wikipedia, The Free Encyclopedia.

Retrieved 20:20, February 18, 2007, fromhttp://en.wikipedia.org/w/index.php?title=Blog&oldid=108934839

Carnevale, D. (2006, October 6). E-mail is for old people. The Chronicle of Higher Education, 53(7), p. A27.

Conway, C. (2006, November 13). YouTube and the cultural studies classroom. Inside Higher Ed. Retrieved February 18, 2007, from http://www.insidehighered.com/views/2006/11/13/conway.

Dawson, K. M. (2007). Blog overload. The Chronicle of Higher Education, 53(22), C2.

Edwards, M., et al. (2000). Unintended benefits of distance-education technology for traditional classroom teaching. Teaching Sociology. 28(4), 386-391.

Krause, S. D. (2005). Blogs as a tool for teaching. The Chronicle of Higher Education, 51(42), B33.

Blog. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:20, February 18, 2007, fromhttp://en.wikipedia.org/w/index.php?title=Blog&oldid=108934839

Carnevale, D. (2006, October 6). E-mail is for old people. The Chronicle of Higher Education, 53(7), p. A27.

Conway, C. (2006, November 13). YouTube and the cultural studies classroom. Inside Higher Ed. Retrieved February 18, 2007, from http://www.insidehighered.com/views/2006/11/13/conway.

Dawson, K. M. (2007). Blog overload. The Chronicle of Higher Education, 53(22), C2.

Edwards, M., et al. (2000). Unintended benefits of distance-education technology for traditional classroom teaching. Teaching Sociology. 28(4), 386-391.

Krause, S. D. (2005). Blogs as a tool for teaching. The Chronicle of Higher Education, 51(42), B33.

ReferencesReferencesMartindale, T., & Wiley, D. A. (2005). Using weblogs in scholarship &

teaching. TechTrends, 49(2), 55.Melnick, B. (2002). Virtual Schools: Changing the face of Education. The

English Journal. 91(5), 85-88.Podcast. (2007, February 17). In Wikipedia, The Free Encyclopedia.

Retrieved 20:10, February 18, 2007, from http://en.wikipedia.org/wiki/Podcast

Read, B. (2007, January 26). How to podcast campus lectures: Advice on getting your institution’s ‘coursecasting’ program off to a good start. The Chronicle of Higher Education. 53(21), A32.

Read, B. (2005, October 28). Lectures on the go: As more colleges use ‘coursecasting’ professors are split on its place in teaching. The Chronicle of Higher Education. 53(10), A39.

Read, B. (2005, September 9). Abandoning cassette tapes, Purdue University will podcast lectures in almost 50 courses. The Chronicle of Higher Education. 52(3), A32.

Read, B. (2005, March 2). Drexel U. will give free ipods to students in school of education. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/daily/2005/03/2005030203n.htm

Martindale, T., & Wiley, D. A. (2005). Using weblogs in scholarship & teaching. TechTrends, 49(2), 55.

Melnick, B. (2002). Virtual Schools: Changing the face of Education. The English Journal. 91(5), 85-88.

Podcast. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:10, February 18, 2007, from http://en.wikipedia.org/wiki/Podcast

Read, B. (2007, January 26). How to podcast campus lectures: Advice on getting your institution’s ‘coursecasting’ program off to a good start. The Chronicle of Higher Education. 53(21), A32.

Read, B. (2005, October 28). Lectures on the go: As more colleges use ‘coursecasting’ professors are split on its place in teaching. The Chronicle of Higher Education. 53(10), A39.

Read, B. (2005, September 9). Abandoning cassette tapes, Purdue University will podcast lectures in almost 50 courses. The Chronicle of Higher Education. 52(3), A32.

Read, B. (2005, March 2). Drexel U. will give free ipods to students in school of education. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/daily/2005/03/2005030203n.htm

ReferencesReferencesSpector, M. (2000). Trends and issues in educational technology: How far

have we not come. ERIC-IT Newsletter. 21(2).Thacker, P. D. (2006, November 27). Return to sender. Inside Higher Ed.

Retrieved February 17,2007 from http://www.insidehighered.com/news/2006/11/27/spam.

Young, J. (2006, January 25). Apple releases free ‘i tunes U’ software to colleges for coursecasting. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/free/2006/01/2006012501t.htm

Young. J. (2005, November 4). Stanford U. makes podcasts of lectures available through apple’s iTunes. The Chronicle of Higher Education. 52(11), A44.

Young, J. R. (2002, May 31). The 24-hour professor: Online teaching redefines faculty members’ schedules, duties, and relationships with students. The Chronicle of Higher Education, 48(38), p. A31.

YouTube. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:57, February 18, 2007, from http://en.wikipedia.org/w/index.php?title=YouTube&oldid=108928856

Spector, M. (2000). Trends and issues in educational technology: How far have we not come. ERIC-IT Newsletter. 21(2).

Thacker, P. D. (2006, November 27). Return to sender. Inside Higher Ed. Retrieved February 17,2007 from http://www.insidehighered.com/news/2006/11/27/spam.

Young, J. (2006, January 25). Apple releases free ‘i tunes U’ software to colleges for coursecasting. The Chronicle of Higher Education. Retrieved on February 12, 2007. http://chronicle.com/free/2006/01/2006012501t.htm

Young. J. (2005, November 4). Stanford U. makes podcasts of lectures available through apple’s iTunes. The Chronicle of Higher Education. 52(11), A44.

Young, J. R. (2002, May 31). The 24-hour professor: Online teaching redefines faculty members’ schedules, duties, and relationships with students. The Chronicle of Higher Education, 48(38), p. A31.

YouTube. (2007, February 17). In Wikipedia, The Free Encyclopedia. Retrieved 20:57, February 18, 2007, from http://en.wikipedia.org/w/index.php?title=YouTube&oldid=108928856