Review by Jessica Brooks
Tutorful. (March 20, 2018). The 90 hottest edtech tools according to education experts (updated for 2018) [Blog post]. Retrieved from https://tutorful.co.uk/blog/the-82-hottest-edtech-tools-of-2017-according-to-education-experts
This blog post ranks and summarizes the new and not-so-new Web 2.0 resources and OER's that could benefit students, teachers, parents, and other school and library stakeholders. The recommendations come from education experts around the world, and the rankings are based on how many recommended the same resources. The products run the gamut from Nearpod in the number one spot, which is a curation and lesson planning resource for teachers, Buncee (#3), a creation and presentation tool for making digital posters that highlights the four C's (critical thinking, communication, collaboration, and creativity), Remind (#5), a tool that gives alerts for homework assignments, due dates, appointments, etc, to people on an email list, and Touchcast (#18) a smartvideo app that allows video creation and collaboration through video.
This is a resource that I look forward to going back to throughout the summer. There is so much here that it seems like it would be a good idea to jigsaw with willing partners. I wish there were more to the reviews but I also know that nothing beats hands-on experience with the platforms. This is an incredibly valuable resource as I work toward becoming more tech tool savvy.
Showing posts with label Technology access. Show all posts
Showing posts with label Technology access. Show all posts
Thursday, May 10, 2018
Friday, December 9, 2016
Libraries 2016
Simon Clifford
Horrigan, J. (2016). Libraries 2016. Pew Research Center. Retrieved from:
http://pewinternet.org/
Horrigan, J. (2016). Libraries 2016. Pew Research Center. Retrieved from:
http://pewinternet.org/
Summary
A summary of the Pew Research Center's findings on American public libraries, including public opinion and current trends. It covers many topics, such as events and programs, technology, and usage.
Evaluation
The report found that most Americans think libraries should provide more digital tools and education. It also found that Americans are divided on whether or not print collections should be removed to make room for other spaces, but the support for such a decision has fallen since 2015. Both topics are of interest to collection development. Beyond that lens, the report is useful as a benchmark of the current state of the field.
Thursday, October 13, 2016
Race, Place and Information Technology
Bradley, Rebecca
INFO 266
Fall 2016
Mossberger, K., Tolbert, C. J. & Gilbert, M. (2006). Race, place and information technology. Urban Affairs Review, 41(5), 583-620. doi: 10.1177/1078087405283511
This article attempts to study the different causes of lower technology use among African-Americans and Latinos. Borrowing from earlier research done by one of the authors, Mossberger, along with many other studies, the current article determines that “place matters” when it comes to the causes of the digital divide. To my surprise, this article was published in 2006 and almost mirrors research carried out within the same time period as found in the article that I reviewed previously called “(Generation 1.5) Latinos and the Library: A Case Study.” Basically, although African-Americans and Latinos have more positive attitudes towards technology than whites within the same socio-economic level, both minority groups are less likely to have a computer, Internet access, or tech skills.
Using rather complex hierarchical linear modeling, the authors’ research concludes that the digital divide is due to the fact that many African-Americans and Latinos live in areas of “concentrated poverty,” in which 40% or more of the population is living at or below the poverty line. More shocking is the fact that 94% of these areas of concentrated poverty are in major U.S. cities. The authors suspect that dense urban municipalities are forced to spend more money on fire, police, and court services leaving smaller amounts to spend on other services such as public libraries. Also, the authors suggest that poor African-Americans and Latinos end up in large urban city school with inferior tech access and instruction. This is precisely what the authors of “(Generation 1.5)” concluded as well after conducting surveys among 105 Latino Freshman attending California State University, Los Angeles in 2006. All of the articles I have read so far go on to propose that language could be an additional issue for Latinos, further widening the digital divide. Once again, as a teacher-librarian working in a poor urban neighborhood with a large Latino population, this article only deepens my understanding of the many barriers to technology and success in higher education faced by my young students and inspires me to search for solutions to these obstacles.
INFO 266
Fall 2016
Mossberger, K., Tolbert, C. J. & Gilbert, M. (2006). Race, place and information technology. Urban Affairs Review, 41(5), 583-620. doi: 10.1177/1078087405283511
This article attempts to study the different causes of lower technology use among African-Americans and Latinos. Borrowing from earlier research done by one of the authors, Mossberger, along with many other studies, the current article determines that “place matters” when it comes to the causes of the digital divide. To my surprise, this article was published in 2006 and almost mirrors research carried out within the same time period as found in the article that I reviewed previously called “(Generation 1.5) Latinos and the Library: A Case Study.” Basically, although African-Americans and Latinos have more positive attitudes towards technology than whites within the same socio-economic level, both minority groups are less likely to have a computer, Internet access, or tech skills.
Using rather complex hierarchical linear modeling, the authors’ research concludes that the digital divide is due to the fact that many African-Americans and Latinos live in areas of “concentrated poverty,” in which 40% or more of the population is living at or below the poverty line. More shocking is the fact that 94% of these areas of concentrated poverty are in major U.S. cities. The authors suspect that dense urban municipalities are forced to spend more money on fire, police, and court services leaving smaller amounts to spend on other services such as public libraries. Also, the authors suggest that poor African-Americans and Latinos end up in large urban city school with inferior tech access and instruction. This is precisely what the authors of “(Generation 1.5)” concluded as well after conducting surveys among 105 Latino Freshman attending California State University, Los Angeles in 2006. All of the articles I have read so far go on to propose that language could be an additional issue for Latinos, further widening the digital divide. Once again, as a teacher-librarian working in a poor urban neighborhood with a large Latino population, this article only deepens my understanding of the many barriers to technology and success in higher education faced by my young students and inspires me to search for solutions to these obstacles.
Monday, October 10, 2016
Closing the Digital Divide: Latinos and Technology Adoption
Bradley, Rebecca
INFO 266
Fall 2016
López, M., González-Barrera, A. & Patten, E. (2013). Closing the digital divide: Latinos and technology adoption. Retrieved from the Pew Hispanic Center website: http://www.pewhispanic.org/2013/03/07/closing-the-digital-divide-latinos-and-technology-adoption/
This report conducted by the Pew Hispanic Center in 2013 presents interesting information about Latino Internet usage, which could be helpful to both school and public libraries attempting to better understand and reach out to Hispanic community. As in most articles and reports, the authors chose to use “Latino” to mean anyone of Hispanic heritage living in the United States. This includes people born in the U.S. as well as immigrants.
This report shows that some 78% of Latinos said they used the Internet or sent or received email at least occasionally, which is up 14% since 2009. However, there was still a lingering digital divide among Latinos. In simple terms, English-dominant, US-born, younger, and richer Latinos were more likely to go online than Spanish-dominant, foreign-born, older, and lower-income families. (See graph below.)
As a Spanish bilingual elementary school librarian, this report confirms what I have already suspected. Many older immigrant parents at my school seem quite uncomfortable using the Internet to find resources for their children while younger, U.S.-educated parents appear to have fewer qualms doing so. However, in my opinion the greatest obstacle for the older immigrant parents is their low-level of formal education and in many cases illiteracy. One of my professional goals as a librarian is to offer reading classes to Latino parents in Spanish in hopes of empowering them to feel more at ease with books, libraries, and online resources.
INFO 266
Fall 2016
López, M., González-Barrera, A. & Patten, E. (2013). Closing the digital divide: Latinos and technology adoption. Retrieved from the Pew Hispanic Center website: http://www.pewhispanic.org/2013/03/07/closing-the-digital-divide-latinos-and-technology-adoption/
This report conducted by the Pew Hispanic Center in 2013 presents interesting information about Latino Internet usage, which could be helpful to both school and public libraries attempting to better understand and reach out to Hispanic community. As in most articles and reports, the authors chose to use “Latino” to mean anyone of Hispanic heritage living in the United States. This includes people born in the U.S. as well as immigrants.
This report shows that some 78% of Latinos said they used the Internet or sent or received email at least occasionally, which is up 14% since 2009. However, there was still a lingering digital divide among Latinos. In simple terms, English-dominant, US-born, younger, and richer Latinos were more likely to go online than Spanish-dominant, foreign-born, older, and lower-income families. (See graph below.)
As a Spanish bilingual elementary school librarian, this report confirms what I have already suspected. Many older immigrant parents at my school seem quite uncomfortable using the Internet to find resources for their children while younger, U.S.-educated parents appear to have fewer qualms doing so. However, in my opinion the greatest obstacle for the older immigrant parents is their low-level of formal education and in many cases illiteracy. One of my professional goals as a librarian is to offer reading classes to Latino parents in Spanish in hopes of empowering them to feel more at ease with books, libraries, and online resources.
Wednesday, February 11, 2015
CA Technology Mapping
Perkins, Rebecca
California Information Technology. (n.d.). Retrieved February 12, 2015, from http://www.cio.ca.gov
As we begin to gather information for our presentations, perhaps we could share resources that may be useful to other students in the course. In my attempt to find information for the first two presentations, I came across the California Department of Technology (at http://www.cio.ca.gov) and found all kinds of information about technology access within the state, including an interactive map where you can discover the amount of broadband coverage in your area.
If you click on CalTech GIS Broadband Colocation Map and Educational Videos it will take you to the Broadband and Digital Literacy Office where you can learn what the state is doing to bridge the digital divide.
To find the interactive map choose the link Broadband Provider Colocation Map. You can find coverage of your area either by zooming into the appropriate spot or using the box on the upper right where you can add a specific address. (http://www.broadbandmap.ca.gov/map/)
I am still discovering all of the resources this site has available but thought I should share. For those of you outside of California, there is a National Broadband Mapping tool at http://broadbandmap.gov/ but found that it was not as interactive.
California Information Technology. (n.d.). Retrieved February 12, 2015, from http://www.cio.ca.gov
As we begin to gather information for our presentations, perhaps we could share resources that may be useful to other students in the course. In my attempt to find information for the first two presentations, I came across the California Department of Technology (at http://www.cio.ca.gov) and found all kinds of information about technology access within the state, including an interactive map where you can discover the amount of broadband coverage in your area.
If you click on CalTech GIS Broadband Colocation Map and Educational Videos it will take you to the Broadband and Digital Literacy Office where you can learn what the state is doing to bridge the digital divide.
To find the interactive map choose the link Broadband Provider Colocation Map. You can find coverage of your area either by zooming into the appropriate spot or using the box on the upper right where you can add a specific address. (http://www.broadbandmap.ca.gov/map/)
I am still discovering all of the resources this site has available but thought I should share. For those of you outside of California, there is a National Broadband Mapping tool at http://broadbandmap.gov/ but found that it was not as interactive.
Subscribe to:
Posts (Atom)