I’m still waiting on my Google Wave invite, although I do have reason to believe one is “in the mail.” In the interim, it seems Wave is on an accelerated hype cycle – already finding itself in a trough of anti-hype and complaints regarding the usability and productive utility of the application.
Several colleagues have commented that it seems like “Wave is a bust.” My response has been that I’ll reserve judgment until after I see it for myself, of course. One concern I have is that some of the anti-hype “seems” to be over-anti-hyped and, worse yet in some instances, inaccurate based on what I’ve seen of Wave through earlier demo videos. For example, eWeek published a presentation, Top 10 Complaints About Google Wave. The eWeek article makes little to no contribution to news or the scope of “reviews” regarding Google Wave. Those ten complaints and my brief, immediate thoughts: Continue reading
But, it’s not mine to keep . . . yet ;-) It’s part of a demo program; the explicit purpose of the demo is to identify specific curricular possibilities for an undergraduate educational technology course, an alternative teacher certification program, and an educational technology faculty development program. I hope to blog regularly – near daily if I can maintain that pace – over the next month to document what I’m doing and considering with the iPhone.
First up. Which apps am I downloading? Why? Continue reading
My hopeful dissertation topic focuses on computer literacy skills of community college learners; generally, there seems to be an assumption that early college learners are inherently tech-savvy and computer literate. I believe that assumption exists in the mainstream consciousness – this past week I heard a local morning show radio personality comment, “They [teenagers] are all tech-savvy.” At the very least, the assumption pervades much of higher education’s consciousness. Many examples exist, through news reports and public announcements, of curricular, budgetary, and policy decisions being made by educational institutions at all levels based on that assumption.
One of the sources cited by researchers in the field as being a core advocate of the inherently technology adept “net generation learner” is Donald Tapscott’s Growing Up Digital. I’ve been reading much of that text, with a focus on sections dedicated to “N-Gen” and learning.
In short, I believe many of the overstated assumptions regarding the technological skill of the Net Generation Learner may be inaccurately attributed to Tapscott. Continue reading
Reading for my dissertation literature review, engaged Palfrey & Gasser’s Born Digital. Honestly, I was expecting nothing beyond more run of the mill net generation rhetoric; I certainly encountered some of that, but I also was pleasantly surprised by their chapter on “Learners.”
In the selected bibliography, Palfrey & Gasser note Nicholas Negroponte’s Being Digital as the inspiration for the text and place this text squarely in the same category of pursuit as previous net generation learner texts: Don Tapscott, Marc Prensky, and Oblinger & Oblinger.
Certainly, Palfrey & Gasser repeat the foundation of the “digital native” rhetoric: Continue reading
I recently had the opportunity to travel to the Twin Cities area to attend and present at Emerging Academic Technologies and Instructional Techniques, otherwise known as EAT-IT (hence the presentation topic). Innovations in e-Education at Lake Superior College and Inver Hills Community College hosted, and Barry Dahl (twitter, blog, blog) organized and coordinated the event.