In this chapter we look at how BYOD in educational “classroom” environments is touching each individual where they communicate, get their information, and connect socially and globally. We aim to provide perspectives which include the learner, faculty, and staff in higher education. Additionally, teaching methods, use and needs of faculty and staff are considered, as well as privacy, security and policy. This is an investigative look at the trends and possibilities of BYOD and its future, and a consideration of the impact on faculty, students, and staff in university settings.
In this chapter we look at how BYOD in educational “classroom” environments is touching each individual where they communicate, get their information, and connect socially and globally. We aim to provide perspectives which include the learner, faculty, and staff in higher education. Additionally, teaching methods, use and needs of faculty and staff are considered, as well as privacy, security and policy. This is an investigative look at the trends and possibilities of BYOD and its future, and a consideration of the impact on faculty, students, and staff in university settings.
Delivery of Postsecondary Career and Technical Education (CTE) classes by distance learning has increased dramatically in the last decade as students and workers strive to juggle busy work schedules, school, and family obligations. The trend to offer CTE classes by distance education, especially by e-learning (delivered through electronic means) is rapidly increasing requiring instructors in the faceto- face classroom to make a quick transition to e-learning. Instruction by e-learning requires different practices, theories of teaching, design models, and methods of delivery. The key aspects of teaching and learning in the e-learning environment are discussed with scenarios for application.
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