Emergent Technologies
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Transcript of 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