emergent technologies

Emergent Technologies & The Horizon of Teaching

With TechnologyShaun Longstreet, PhD

Teaching Learning & Technology

Agenda❖ Introductions

❖ “Google Generation”

❖ Emergent Tech

❖ Slideshare

❖ Del.icio.us

❖ Google Docs

❖ Wikipedia

Take a moment to think about a time when a particular “technology” was new for you in your learning/

teaching

Teaching the Google generation

Let’s talk about how the current generation of students interacts with technology

Characteristics of the Google Generation

89% use e-mail

64% send instant messages regularly

60% prefer IM over voice communication

93 % have a Facebook and/or MySpace page

Characteristics of the Google Generation

67% receive news from on-line sources

74 % watch and/or produce videos on-line

56% have a portable mp3 device

52 % read and/or have on-line blogs

Characteristics of the Google Generation

With Facebook comes:

beneficial narcissism - the profile

YouTube and Blogs leads to the Prosumer

43 % play on-line games

There are 4 gamers for every golfer in America

Characteristics of the Google Generation

57% search for info on colleges on-line

72% search for information first on-line

100 times more likely to check Wikipedia rather than a book

Characteristics of the Google Generation

Used to brief, rapid bursts of information

Respond well to/require frequent affirmation

Highly visual, experiential learners

Strong sense of entitlement

Emergent Technologies

❖ Web 2.0

❖ SlideShare

❖ Del.icio.us

❖ Google Docs

❖ Wikipedia

Web 1.0

Marked as one-directional.

There were producers/publishers and consumers/readers.

Followed a publishing model: websites were silos of information that were viewed as references.

Very static. Websites were not thought to

Web 2.0

phrase coined in 2003 by O’Reilly Media.

refers to a second generation of internet applications and communities, more fluid in its creation.

rise of:

user-generated content;

folksonomy;

on-line collaboration between users;

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Web 2.0 refers to:The transition of web sites from isolated information silos to sources of content and functionality, thus becoming computing platforms serving web applications to end-users

A social phenomenon embracing an approach to generating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use.

http://en.wikipedia.org/wiki/Web_2.0

SlideShare

❖ public place for distributing powerpoint presentations on-line.

❖ Free, open access, no software downloads necessary.

❖ Presentations are searchable by tags.

❖ Can be shared between users, downloaded.

http://www.slideshare.net

SlideShare

❖ Embed slideshows into a blog or website.

❖ Share slideshows publicly or privately.

❖ Synch audio to your slides.

❖ Present class notes, presentations.

❖ Create groups to connect students in large classes.

❖ Download the original PowerPoint / Pdf file.

Del.icio.us

Social Bookmarking

Storing bookmarks on-line, publicly, with a folksonomy categorization

Tagging the bookmarks for others

Collection of sites/resources/online texts

Watch a video on Del.icio.us (http://www.youtube.com/watch?v=x66lV7GOcNU)

http://del.icio.us

Del.icio.us Potential for

Students can collaborate to create a ‘cloud’ of on-line resources

News, magazine, journal articles can be collected around particular subjects

A great way to share information, can be used as a means to model the type of learning you are wanting to cultivate

Google Docs• Upload Word documents, OpenOffice, RTF, HTML or text (or create documents from scratch)

• Invite others (by e-mail address) to edit or view your documents and spreadsheets

• Publish documents online to the world, as Web pages or post documents to your blog.

• Download documents to desktop as Word, OpenOffice, RTF, PDF, HTML or zip.

• Email documents out as attachments.

Google Docs

❖ On-line word processing

❖ Can be shared between people

❖ Can be edited in real time, with a live chat window(If you and another collaborator are editing the same document at the same time, a box at the bottom left of the screen will appear, telling you the name of the collaborator/s you're working with.)

❖ Tracks documents' revision history and can roll back to any version

Google Docs

❖ Many of the previously mentioned functions apply to Google Spreadsheet & Google Presentation

http://documents.google.com

“Google Jockeying”

Harness the power of the search engine in class

With a laptop in a group, or individually, we can ask a student to do on-line searches -

a quick fact check

search for answers from agencies/departments

Wikipedia

❖ On-line encyclopedia

❖ User-generated content

❖ Public access, public contributions

❖ problems? benefits?

Wikipedia

❖ If you can’t beat them....

❖ Often vilified, but Wikipedia can also be a useful tool for teaching.

❖ Opportunity to model the publication process - have students create articles to contribute to wikipedia. Either fill a gap or revise an existing article based on research.

❖ Students can contribute to Wikipedia just like everyone else. Do not worry if the article is quickly modified, the purpose is the process, not permanence.

THANK YOU!

If you have any questions about this presentation or any of the TLTC’s services,

please contact Shaun Longstreet at clongstr @ uci.edu