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Education Featured Article

May 23, 2012

The Buckeyes Go Mobile: OSU Brings More Technological Approach to Curricula

By Julie Griffin, Contributing Writer


As one of the largest campuses in the nation, Ohio State University announced its plan to transition their academic environment from the passé tree-slaughtering ways of the past to the technology-driven way of the future. 

The plan, called Digital First, was developed by faculty members a couple of years ago. Their efforts to create a modern, innovative learning environment have since manifested an Apple (News - Alert)-centric learning society.


No other tool defines this generation like the iPad. The iPad will play a significant role for academic curriculums in the near future. The days of lugging around heavy bags for of texts across campus are coming to an end, and soon the iPad will be the only tool anybody needs.

The faculty and staff at The College of Social Work have already integrated iPads with their academic processes. Student-Athlete Support Services will pioneer the initial integration of iBooks, as well as other digital course work geared toward mobile learning.

In the chemistry department, faculty is delivering students lectures and course work through iTunes U. And the dean of the College of Arts and Sciences is “looking forward to the creative projects.”

By incorporating technology into the learning system, Ohio State maintains their relevance for future generations. This seems as though this should be an important feature of universities when higher education is more of a controversial issue now more than ever before.

60 Minutes covered a story that magnifies the contention between staunch supporters of education and practical analysts. After the recession, many graduates could not justify the cost of their experience when they are left struggling to get out of debt.

Some colleges, like the University of Georgia, have taken measures to market their educational packages by treating prospective students as potential customers.

A familiar complaint from college dropouts – or those living in the post-college poor house – is that they never learned relevant material that could be applied practically. By integrating technological tools with the educational system, students can at least enter the workforce, armed with leverage to better communicate and apply their skills.




Edited by Braden Becker




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