In general, wearable smart devices are clothes or accessories such as bracelets, belts, and necklaces which incorporate some kind of electronic technology. These devices represent a form of ubiquitous computing and communication aiming at integrating technology into everyday life in a seamless manner. While wearable smart devices are a form or wearable technology, not all wearable devices are ‘smart,’ however most often they come together with or can be connected to one, like in the case of a Bluetooth adapter and a smartphone. One of the biggest applications of these wearable smart devices is the monitoring of vital signs such as heartrate and temperature. Popular examples of smart wearable devices these days are Apple’s iWatch and the Google Glass.
Published in Chapter:
Disruptive Technologies and Education: Is There Any Disruption After All?
Kin Wai Michael Siu (The Hong Kong Polytechnic University, China & Wuhan Institute of Technology, China) and Giovanni Jesue Contreras García (The Hong Kong Polytechnic University, China)
Copyright: © 2016
|Pages: 21
DOI: 10.4018/978-1-4666-9577-1.ch028
Abstract
With the rapid development of information and communication technologies at the beginning of the 21st century terms like ‘Cloud Learning,' ‘Mobile Learning,' ‘e-Learning,' and ‘MOOCS' have been added to the long list of ‘disruptive' technologies expected to revolutionize education forever. But while it is easy to see how ICT's have put unimaginable amounts of information at the fingertips of students, can we say that this is truly revolutionizing education? Are higher education institutions adjusting their pedagogic practices to make full use of these technologies? In fact, are they using them at all? In this chapter we take a closer look at the use of Information and Communication Technologies (ICTs) in higher education and report findings from a study asking how these technologies are being used in academic activities. We set up the framework for the discussion by reviewing some of the most important historical developments in educational technology to then move on to present the study's results. The chapter closes by contrasting these results with past predictions about the disruptive potential of ICTs and finally reflecting on the steps that will have to be taken in order to make the most out of these technologies.