Educational Technology

by Lorna Gonzalez and Kristi O’Neil, EDUCAUSE Review

Educators can use a number of practical strategies to incorporate accessibility and inclusion into their teaching and learning practices. This is the second post in a series that explores concepts, practices, and organizational shifts that are central to inclusive pedagogy in higher education.

https://er.educause.edu/blogs/2019/12/moving-a-taxonomy-of-inclusive-design-from-theory-to-practice

By Rhea Kelly, Campus Technology

Understanding technology’s impact on the human condition is particularly important for IT leaders, as evolving user expectations drive institutional change. “Technology is changing the notion of what it means to be human,” noted Daryl Plummer, distinguished vice president and Gartner Fellow, in a statement. “As workers and citizens see technology as an enhancement of their abilities, the human condition changes as well. CIOs in end-user organizations must understand the effects of the change and reset expectations for what technology means.”

https://campustechnology.com/articles/2019/12/04/gartner-10-ways-technology-will-change-what-it-means-to-be-human.aspx

By Rhea Kelly, Campus Technology

Blockchain is the hard skill employers most want in potential hires this year, according to an analysis from LinkedIn, while creativity is the most-needed soft skill. The social network looked at what hard and soft skills were listed on members’ LinkedIn profiles and which people were getting hired at the highest rates, to determine what skills are in high demand for 2020.

https://campustechnology.com/articles/2020/01/15/blockchain-most-in-demand-hard-skill-for-2020.aspx

By Scott Jaschik, Inside Higher Ed

Only 22 percent of provosts believe their institution is very effective at recruiting and retaining talented faculty members, according to the 2020 Survey of College and University Chief Academic Officers by Inside Higher Ed. The results are the lowest measured to date in the nine years Inside Higher Ed has conducted this survey, and nearly half of what they were from 2012 to 2014. The totals come from Inside Higher Ed’s annual survey of provosts (or equivalent job title when a college doesn’t have a provost). This year, 597 provosts answered at least some of the questions in the survey.

https://www.insidehighered.com/news/survey/2020-inside-higher-ed-survey-chief-academic-officers