Thanks to a device on her wrist, a colleague of mine knows when she’s had a restful night’s sleep as opposed to a more fitful one.
Chances are, you know someone (or ARE someone) who could say the same.
Wearable technologies or ‘wearables,’ as they’re commonly known, offer a personalized experience and a range of very individualized data for their owners—be they in the form of fitness trackers, smart watches, or cameras.
As devices like these reach a point of proliferation, especially among the early-to-mid tech adopters, their impact tends to grow beyond what was perhaps their initially intended purposes.
For example: while BYOD discussions haven’t fully given way to regular plans for wearable tech in education, the conversation is growing, as are questions about how they can enhance learning experiences.
Can an Apple Watch improve a student’s success in an especially challenging course? Researchers at Penn State are looking for the answer.
In How to Help Faculty Explore Wearable Technology for Learning, Malcolm Brown, director of the EDUCAUSE Learning Initiative, offers insight on why universities and colleges should help to acclimate faculty—whether they’re early or late adopters—to new gadgets and their potential within and outside of the classroom.
Check out the full article from the Center for Digital Education here.