Mobile Technology in the Classroom
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NEXT GENERATION MOBILE WIRELESS NETWORKS: 5G CELLULAR INFRASTRUCTURE JULY-SEPT 2020 the Journal of Technology, Management, and Applied Engineering
VOLUME 36, NUMBER 3 July-September 2020 Article Page 2 References Page 17 Next Generation Mobile Wireless Networks: Authors Dr. Rendong Bai 5G Cellular Infrastructure Associate Professor Dept. of Applied Engineering & Technology Eastern Kentucky University Dr. Vigs Chandra Professor and Coordinator Cyber Systems Technology Programs Dept. of Applied Engineering & Technology Eastern Kentucky University Dr. Ray Richardson Professor Dept. of Applied Engineering & Technology Eastern Kentucky University Dr. Peter Ping Liu Professor and Interim Chair School of Technology Eastern Illinois University Keywords: The Journal of Technology, Management, and Applied Engineering© is an official Mobile Networks; 5G Wireless; Internet of Things; publication of the Association of Technology, Management, and Applied Millimeter Waves; Beamforming; Small Cells; Wi-Fi 6 Engineering, Copyright 2020 ATMAE 701 Exposition Place Suite 206 SUBMITTED FOR PEER – REFEREED Raleigh, NC 27615 www. atmae.org JULY-SEPT 2020 The Journal of Technology, Management, and Applied Engineering Next Generation Mobile Wireless Networks: Dr. Rendong Bai is an Associate 5G Cellular Infrastructure Professor in the Department of Applied Engineering and Technology at Eastern Kentucky University. From 2008 to 2018, ABSTRACT he served as an Assistant/ The requirement for wireless network speed and capacity is growing dramatically. A significant amount Associate Professor at Eastern of data will be mobile and transmitted among phones and Internet of things (IoT) devices. The current Illinois University. He received 4G wireless technology provides reasonably high data rates and video streaming capabilities. However, his B.S. degree in aircraft the incremental improvements on current 4G networks will not satisfy the ever-growing demands of manufacturing engineering users and applications. -
Integrating Technology with Student-Centered Learning
integrating technology with student-centered learning A REPORT TO THE NELLIE MAE EDUCATION FOUNDATION Prepared by Babette Moeller & Tim Reitzes | July 2011 www.nmefdn.org 1 acknowledgements We thank the Nellie Mae Education Foundation (NMEF) for the grant that supported the preparation of this report. Special thanks to Eve Goldberg for her guidance and support, and to Beth Miller for comments on an earlier draft of this report. We thank Ilene Kantrov for her contributions to shaping and editing this report, and Loulou Bangura for her help with building and managing a wiki site, which contains many of the papers and other resources that we reviewed (the site can be accessed at: http://nmef.wikispaces.com). We are very grateful for the comments and suggestions from Daniel Light, Shelley Pasnik, and Bill Tally on earlier drafts of this report. And we thank our colleagues from EDC’s Learning and Teaching Division who shared their work, experiences, and insights at a meeting on technology and student-centered learning: Harouna Ba, Carissa Baquarian, Kristen Bjork, Amy Brodesky, June Foster, Vivian Gilfroy, Ilene Kantrov, Daniel Light, Brian Lord, Joyce Malyn-Smith, Sarita Pillai, Suzanne Reynolds-Alpert, Deirdra Searcy, Bob Spielvogel, Tony Streit, Bill Tally, and Barbara Treacy. Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. ©2011 by The Nellie Mae Education Foundation. All rights reserved. The Nellie Mae Education Foundation 1250 Hancock Street, Suite 205N, Quincy, MA 02169 www.nmefdn.org 3 Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life. -
Government Services, Staff, and Development
overnment services, staff, and development efforts will be increasingly mobile in coming Gyears as devices and applications continue to proliferate at an astounding rate. Industry experts stress how quickly the change is coming. Within the next five years, “more users will connect to the Internet over mobile devices than desktop PCs.” “By 2014,” according to Gartner, “90 percent of organizations will support corporate applications on personal devices.” Government in a In the current mobile landscape over 1 billion people already own mobile devices. The iPhone App Mobile World Store holds over 350,000 active apps and the downloads of those apps stands at over 10 billion The mobile platform offers new opportunities for (there are only 6.9 billion people currently alive on the governments to engage with citizens by either capturing attention at the citizen’s point of planet). That’s why Gartner put tablets and mobile interest or offering new ways to interact when apps on its list of top 10 technologies that enterprises the person feels most ready to do so. should invest in for 2011. Center for Technology in Government mobile_issuebrief.indd 1 10/11/2011 12:36:50 PM GOVERNMENT IN A MOBILE WORLD The usual concerns that come with any technology innovation also accompany the mobile world: security, USA.GOV MOBILE APPS accessibility, privacy, development, deployment. As with any technology, mobile brings its own unique characteristics to these concerns. While critical for government, the single most important fact is that developments in the mobile world will directly impact nearly every aspect of government operations including delivery of services, citizen engagement, allocation of IT resources, staff support, and training. -
Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: a Literature Review
sustainability Review Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review Umut Akcil 1, Huseyin Uzunboylu 2 and Elanur Kinik 1,* 1 Faculty of Education, Near East University, Near East University Blvd, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] 2 Higher Education Planning, Supervision, Accreditation & Coordination, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] * Correspondence: [email protected] Abstract: During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching pro- cesses in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technol- ogy integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies. Citation: Akcil, U.; Uzunboylu, H.; Kinik, E. Integration of Technology to Keywords: sustainable technology integration; TPACK; Gagne’s teaching activities model; google Learning-Teaching Processes and workspace tools Google Workspace Tools: A Literature Review. -
A Survey on Mobile Wireless Networks Nirmal Lourdh Rayan, Chaitanya Krishna
International Journal of Scientific & Engineering Research, Volume 5, Issue 1, January-2014 685 ISSN 2229-5518 A Survey on Mobile Wireless Networks Nirmal Lourdh Rayan, Chaitanya Krishna Abstract— Wireless communication is a transfer of data without using wired environment. The distance may be short (Television) or long (radio transmission). The term wireless will be used by cellular telephones, PDA’s etc. In this paper we will concentrate on the evolution of various generations of wireless network. Index Terms— Wireless, Radio Transmission, Mobile Network, Generations, Communication. —————————— —————————— 1 INTRODUCTION (TECHNOLOGY) er frequency of about 160MHz and up as it is transmitted be- tween radio antennas. The technique used for this is FDMA. In IRELESS telephone started with what you might call W terms of overall connection quality, 1G has low capacity, poor 0G if you can remember back that far. Just after the World War voice links, unreliable handoff, and no security since voice 2 mobile telephone service became available. In those days, calls were played back in radio antennas, making these calls you had a mobile operator to set up the calls and there were persuadable to unwanted monitoring by 3rd parties. First Gen- only a Few channels were available. 0G refers to radio tele- eration did maintain a few benefits over second generation. In phones that some had in cars before the advent of mobiles. comparison to 1G's AS (analog signals), 2G’s DS (digital sig- Mobile radio telephone systems preceded modern cellular nals) are very Similar on proximity and location. If a second mobile telephone technology. So they were the foregoer of the generation handset made a call far away from a cell tower, the first generation of cellular telephones, these systems are called DS (digital signal) may not be strong enough to reach the tow- 0G (zero generation) itself, and other basic ancillary data such er. -
Technology Integration Specialist Job Definition a Technology Integration Specialist Is an Information Technology Professional F
Technology Integration Specialist Job Definition A technology integration specialist is an information technology professional found within school systems. These professionals are charged with assisting classroom teachers in the incorporation of technological hardware and software into the lesson plan and helping teachers effectively integrate technology into the curriculum by: Learning the basics of using technologies Using technologies to support instruction Integrating new technologies into classroom practices Discovering new uses for technology tools Designing projects that combine multiple technologies Focusing on cooperative, project-based and interdisciplinary work with technology being just one of the many tools that students use. Job Description The Carthage R-9 School district seeks a Technology Integration Specialist (TIS) to improve the integration of classroom/instructional technology at all grade levels. This is an 11-month position and reports directly to the Director of Information Technology. The TIS will collaborate with the Information Technology Department in the areas of organizing and supervising training activities, helping establish technology policies, and proposing learning objectives for staff as they relate to technology. The primary focus of the Technology Integration Specialist is to enrich and support teaching and learning while strengthening the technology skills of students, teachers and staff. The ideal candidate should work well with others, have a background in instructional design, and have clear goals and strategies for integrating technology into instruction. Teaching experience is also required. This position will also be responsible for maintaining and updating the district web site and will assist all school web masters in the creation and maintenance of school web pages. Candidates will not be responsible for monitoring computer labs, maintaining computer networks, or computer repair. -
Technology Integration in Context
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2017 Technology Integration in Context Joanna Marshall Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Marshall, Joanna, "Technology Integration in Context" (2017). Dissertations. 2826. https://ecommons.luc.edu/luc_diss/2826 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. Copyright © 2016 Joanna Marshall LOYOLA UNIVERSITY OF CHICAGO TECHNOLOGY INTEGRATION IN CONTEXT A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY JOANNA MARSHALL CHICAGO, ILLINOIS MAY 2017 ACKNOWLEDGMENTS I would like to thank my parents Sybil and Ed Marshall, who never censored anything I ever read. My parents provided me with the freedom growing up to explore any idea or any text without restraint. To my father who I went bookstoring with and opening up whole worlds to me simply by opening up a book. In contrast to my father, the vainest man in the world my mother always emphasized my intellect and expected nothing but excellence from me academically. They have supported all of my educational endeavors that I have embarked on since graduating high school. They helped me get to Boone N.C. while working on my masters degree at Appalachian State and my final degree at Loyola (yes RB this is my last degree program I promise!). -
Industry White Paper for Construction
Industry White Paper for Construction Anyone in the construction industry can appreciate how instant communication keeps projects on time and on budget. It’s why the construction industry was one of the earliest adopters of push-to-talk (PTT) technologies on mobile phones. However, as mobile technology has moved forward, PTT has been stuck in the past. That is, until now. Voxer brings push-to-talk into the modern age, is available for most smartphones, and gives more capability and flexibility than any other instant communication solution on the market. How can Voxer help construction crews? ‣ Turn your smartphone into a walkie-talkie - stream audio from your phone even when you’re out of the app ‣ Eliminate range problems - get broader coverage with voice communication that works on any 2G, 3G, 4G or WiFi network ‣ Broadcast information quickly - create team contacts for one-touch communication to large groups of workers ‣ Never miss a message - live and recorded audio coupled with loud, repetitive alerts ensures that nothing is lost ‣ Keep in touch from your desktop - use a web browser to listen and respond to multiple conversations at a time 1 Problems with Traditional Push-to-Talk The core functionality of PTT is incredibly useful, however its live-only state ofers limited capability. When communication is “live-only” (e.g. two-way radios, cell phone PTT, phone calls) everyone is continuously interrupted, and if an employee is unavailable, important information can be lost and huge delays are possible. Traditional push-to-talk also requires expensive hardware that’s often outdated. Radios can cost hundreds or thousands of dollars a piece and have extended costs associated with maintenance. -
Level of Integration of Mobile Device Technology in Teaching and Learning in Universities in Botswana Norman Rudhumbu & Daim
International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2021, Vol. 17, Issue 1, pp. 21-33 Level of integration of mobile device technology in teaching and learning in universities in Botswana Norman Rudhumbu & Daimond Dziva Bindura University of Science Education, Zimbabwe Elize Plessis University of South Africa, Pretoria, South Africa ABSTRACT The study investigated the level of integration of mobile device technology in teaching and learning in Botswana universities. Botswana is one of the few African countries with a strong and stable economy and a high prevalence of technological gadgets that include mobile phones, tablets, and laptops, among others, in use in the population. Despite the prevalence of these technological gadgets, not much is known about the level of integration of technology in teaching and learning in universities in Botswana. A quantitative approach that employed a structured questionnaire for data collection was used in a study that included a sample of 360 lecturers from five out of eight selected universities in Botswana. The results of the study showed that negative attitudes of lecturers towards the integration of technology continue to be one of the major contributory factors in the low levels of technology integration in teaching and learning in universities in Botswana. The study also revealed that high Internet costs, as well as slow Internet connectivity are some of the main challenges contributing to the slow pace of technology integration in universities in Botswana. Results further showed that despite the high prevalence of mobile devices, desktops remain the main technological gadgets used during teaching and learning at universities in Botswana. -
Bringing the World Wide Web Into Third World Countries: Integrating Technology Across the Globe Mindy A
Bringing the World Wide Web into Third World Countries: Integrating Technology Across the Globe Mindy A. Sipe-Haesemeyer Central Missouri State University Abstract While technology continues to thrive in the Western World, Third World and underdeveloped countries continue to struggle with the idea of incorporating such technology into their culture. After radio and television took decades to expand across most of the globe, the Internet seemed to boom into society within a matter of years. Many developing countries do not welcome the idea of technology, especially the Internet, into their countries. While many have a negative view toward the influence the media might have on their people, many countries simply do not have the resources or financial availability to acquire such technology. Despite the disadvantages of the Internet, there are several advantages that outweigh the disadvantages. Unfortunately, many seem to dwell only on the disadvantages. With cooperation and regulation, Third World and developing countries can use technology to their advantage. Developed countries will only benefit from global interaction. Underdeveloped countries have the possibility to boost their economy while increasing the quality of life by becoming part of the global economic community. Fair trade and employment opportunities are just a few ways to bring the world together for the benefit of all. Introduction As media and technology evolve, the desire to connect with the rest of the world also increases. The idea that we can share information and cultures, perform business transactions, educate, and make global decisions within one spectrum of technology is rather impressive. The introduction of the World Wide Web has been not only beneficial for many but also intimidating for some. -
The Impact of Mobile Technology on Teaching and Learning in the Undergraduate Population Patrick Davis
The Impact of Mobile Technology on Teaching and Learning in the Undergraduate Population Patrick Davis 2014 Maxine Smith Fellowship Introduction: On‐Demand Learning Increasing access, limiting cost, and sustaining quality standards delineate an intolerable wish list, given the level of inconsistency among these drivers. The solution in many cases has been introducing exclusivity to post-secondary education through narrowing paths for learners. The marketplace for mobile devices (tablets, smartphones, e-Readers, etc.) is varying and developing precipitously, conveying with it new devices, new standards and new opportunities around mobile capabilities. For higher education institutions that want to facilitate learning on mobile devices, these changes will continue to have a substantial influence on these efforts. This paper highlights mobile strategic planning, partnering with vendors, the results of a mobilization survey given to the Maxine Smith Fellow 2014 class, and recommendation for uses of mobile technology. Overview of TBR Strategic Plan for Mobilization The use of mobile technologies has grown to such an extent over recent years that they now overtake the proliferation of personal computers in modern professional and social contexts (Attewell, 2005). The ready availability and uptake of devices such as mobile phones, personal digital assistants and mobile music players, have permeated the manner and means of human communication, socializing and entertainment to such an extent that is it rare to find a person in western society who does not own at least one such device. And yet, the pedagogical use of these powerful devices is not widespread in higher education. Notwithstanding the reality of the ‘digital divide’, the declining cost and mounting social currency associated with mobile devices, means that many students own one or more such devices. -
Is There an App for That?: Describing Smartphone Availability and Educational Technology Adoption Level of Louisiana School-Based Agricultural Educators
Journal of Agricultural Education, 59(1), 238-254 https://doi.org/10.5032/jae.2018.01238 Is There an App for That?: Describing Smartphone Availability and Educational Technology Adoption Level of Louisiana School-Based Agricultural Educators H. Eric Smith1, Kristin S. Stair2, J. Joey Blackburn3 & Madelyn Easley4 Abstract The purpose of this study was to describe smartphone availability and usage for teaching by agricultural educators in Louisiana. Further, this study sought to describe the level of educational technology adoption of these teachers. Data were collected at each Louisiana FFA Leadership Camp session during the summer of 2016. Teachers were asked to indicate the availability of smartphones for instructional purposes at their school. Teachers also indicated instructional technologies they are using currently, as well as their self-perceived level of adoption of educational technology. Over half of the teachers indicated their district policy allowed teachers to employ smartphones for educational purposes. Less than one-third of the teachers were in districts that allowed students to use smartphones for learning. The classroom computer and digital projector were the most commonly utilized educational technologies. The highest percentage of teachers perceived themselves as letting others adopt technologies before they are willing to try. The results of this study are in line with the Diffusions of Innovations theory in terms of percentages of teachers in the adopter categories. It is recommended that teacher professional development opportunities be developed following the model of teacher change to ensure agriculture teachers receive up-to-date information to further their practice. Keywords: technology, smartphone availability, technology adoption, agricultural education teachers Introduction Technology is often emphasized as being a critical component of both educational reform and classroom innovation (Palak & Walls, 2009).