PhD Blog Assignment – WK 6

The growth in technology has made adult learning easier than ever. Adult learners can often access learning material from smart phones, iPads, iPods, tablets, laptops, and constantly improving memory storage. Two hardware technologies enhancing adult learning including iPads and on-the-job-wearables.

  1. iPads for Learning

The Apple iPad was first released in 2010 in response to finding something that fit in the middle between a smartphone and computer. The 2010 models offered a 9.7-inch display, up to 64GB of data storage, and a 10 hour battery life (O’Boyle, 2019). Next generation iPads included a front and rear facing camera, lighter weight, improved graphics, faster software, and improved data storage (O’Boyle, 2019). Then came a smaller version, the iPad mini, and then a larger 12.9-inch display iPad Pro. Today the iPad remains affordable, offers an excellent screen resolution, offers the ability to link a keyboard, and use a smart pencil. iPads offer the ease of portability (because it is a slim as a pad of paper) and adults can easily access e-books (including textbooks and reading materials), and offers the ability to develop presentations Rowe, 2019). iPads have been used in project management classes with preloaded templates to help students simulate using the technology on real world projects while some universities have used iPads for Facetime purposes (which allows students to continue to use their cell phones during meetings using Facetime (Raths, 2012).

iPads could be used in my workplace in several ways. iPads could be handed out during training that includes material restricted to the training. This would eliminate significantly technology issues of employees coming from different regions and not having up to date computers that prohibit them from access training materials. iPads could be used to connect employees during meetings across the state and can be used when attending meetings outside of the organization.

  1. On-the-job wearables for adult learning

On-the-job wearables include smartwatches, smart glasses, and other motion sensing devices that have the ability to improve productivity (Shacklett, 2016). Smart glasses are wearable computer glasses that add information to what the user sees on a computer screen, thus changing the optical properties. The purpose is to create an augmented reality overlay. Smart glasses are a solution that enable any person with a visual impairment the ability to gain more independence in a learning environment through optical character recognition (OCR), Tesseract and efficient and Accurate Scene Text Detector (EAST), and processing text through Google’s Text to Speech (gTTS) app. Smart glasses can be used enhance computer vision purposes, including reading and search navigation, conversion from text to audio, and helps navigate internet searches (AlSaid et al., 2019).

The technology of smart glasses has come a long way in a short period of time. They have been around less than ten years and early models have been scrapped while the few on the market are making significant improvements. Smart glasses may be oriented toward people with vision difficulties or reading difficulties, but could still be incorporated in my workplace. Because we have several people with different types of disabilities, this technology could be offered to them to improve vision as they spend time reading computer screens. As one of the few agencies in the state to have a cyber team addressing a wide spectrum of cybercrime, they should be embracing this hardware and researching any weaknesses of the technology that could impact software systems. Smart glasses with OCR specific capability could be used by any employees conducting extensive reading and research to help them be more productive and scour large amounts of data.

Reference

AlSaid, H., AlKhatib, L., AlOraidh, A., AlHaidar, S., & Bashar, A. (2019). Deep Learning Assisted Smart Glasses as Educational Aid for Visually Challenged Students. 2019 2nd International Conference on New Trends in Computing Sciences (ICTCS), Trends in Computing Sciences (ICTCS), 2019 2nd International Conference on New, 1–6. https://doi-org.ezp.waldenulibrary.org/10.1109/ICTCS.2019.8923044

O’Boyle. (2019). History of the Apple iPad: The timeline of Apple’s tablet from then to now [Blog Post]. Pocket-lint. Retrieved from: https://www.pocket-lint.com/tablets/news/apple/146888-history-of-the-apple-ipad

Raths, D. (2012). Taking the iPad’s Measure. Campus Technology Magazine, 26(1), 30–32. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eue&AN=80020978&site=eds-live&scope=site

Rowe, D. (2019). How iPads in the Classroom Enhance Learning [Blog Post]. Secure Edge Blog. Retrieved from: https://www.securedgenetworks.com/blog/How-iPads-in-the-Classroom-Enhance-Learning

Shacklett, M. (2016). 10 Hardware Breakthroughs that Could Revolutionize IT Strategy [Blog Post]. Tech Republic. Retrieved from: https://www.techrepublic.com/blog/10-things/10-hardware-breakthroughs-that-could-revolutionize-it-strategy/

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