Apple Watch: Good or Bad for Teaching?

Written by: Jessica Sender

Primary Source: Information Literacy Resources

Apple revealed its much anticipated wearable technology yesterday, called, simply, the “Apple Watch.” As many scholars, technology experts, and the general public poked fun at the device across the nation (one comedian on Twitter mused “for centuries, we’ve checked the time by looking at our phones. Having it on your wrist? Genius.”), others looked to its implications in teaching, learning, and research. As librarians and technologists, it will be interesting to see how students adapt and adopt the Apple Watch-or if they do at all. We still aren’t seeing students use the iPad or another tablet exclusively, as many students still rely on laptops and desktops to do a majority of their work.

The Chronicle has an article out today that examines some initial reactions to the Apple Watch. Teresa Fishman, director of the International Institute for Academic Integrity at Clemson University suggests that wearable technology -such as the Apple Watch, the Samsung Gear, and others-could “prompt universities to encourage innovative teaching that reflects modern realities.” Others argue that it will be easier than ever for students to discreetly consult (read: cheat) their watches for answers-from friends, sites, ebooks, and other resources more available than ever.

And yet still others argue that the Apple Watch will be an distraction-not only in a classroom, but for students critical thinking. What do you think? Is the Apple Watch the next “big thing” in education, or is it only another “distraction” in the classroom?

Koenig, Rebecca. “Apple Watch: Coming to a Classroom Near You?” Chronicle of Higher Education. Chronicle of Higher Education, 10 Sept. 2014. Web. 10 Sept. 2014.

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Jessica Sender
Jessica Sender is the Instructional Technology and Information Literacy Librarian at Michigan State University. After growing up in Illinois, attending the College of Wooster in Ohio and Indiana University, Jessica fled the Midwest to North Carolina, and worked for three years as Instructional Technology Librarian at Guilford College, in Greensboro, NC. Although reluctant to brave Midwest winters again, she is happy to be back in the Big Ten. Her research interests focus on academic and instructional technologies, the digital divide, and technology literacy.
Jessica Sender

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