Collaborative Technologies: Crossing the Device Divide

Autor/in	Raths, David
Titel	Collaborative Technologies: Crossing the Device Divide
Quelle	In: T.H.E. Journal, 40 (2013) 5, S.9-13 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-592X
Schlagwörter	Technology Uses in Education; Technology Planning; Access to Information; Access to Computers; Systems Approach; Systems Development; Handheld Devices; Program Descriptions; Shared Resources and Services; Knowledge Management + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Systemischer Ansatz; System development; Systementwicklung; Gemeinwirtschaft; Wissensmanagement
Abstract	When school district leaders talk about the potential benefits of "bring your own device" (BYOD) programs, they often mention budget savings and promoting personalized mobile learning. They note that BYOD can expand the boundaries of learning beyond the classroom, however, not many of these leaders mention enhanced student collaboration as a benefit of BYOD. This is partly because when students come to class bearing devices on multiple platforms, sharing resources can get complicated. This, the fifth in a six-part monthly series examining how different technologies can help schools enhance collaboration among students, describes how Instructional technology leaders in BYOD schools and districts are working through issues in and around access to devices and shared curriculum resources to find new ways to help teachers foster collaboration. Previous installments to this series have covered social media, configurable furniture, interactive devices, and apps to make iPads collaborative. (ERIC).
Anmerkungen	1105 Media, Inc. Available from: T.H.E. Journal Magazine. P.O. Box 2170, Skokie, IL 60076. Tel: 866-293-3194; Tel: 866-886-3036; Fax: 847-763-9564; e-mail: THEJournal@1105service.com; Web site: http://www.thejournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10