This document summarizes a research paper about faculty adoption of computer technology for teaching. The research builds on Rogers' diffusion of innovations framework to analyze differences between early adopters and mainstream faculty. A survey of 76 faculty across disciplines at two North American universities collected data on technology use, experience, changes to teaching, incentives and barriers. The data was analyzed to understand rates of adoption, resulting changes to teaching and learning, and factors influencing integration of technology.
1. The document discusses the Technology Acceptance Model (TAM), which aims to explain and predict user acceptance of technology. TAM focuses on how perceived ease of use and perceived usefulness influence attitudes, behavioral intention, and actual technology use.
2. The document reviews several studies that have applied TAM across different contexts like education. It finds that TAM is useful for understanding factors that influence teacher and student acceptance of educational technologies.
3. However, the document also notes some weaknesses of TAM, such as its reliance on self-reported data and the broad nature of perceived ease of use and usefulness constructs. It suggests TAM needs more research in primary/secondary school settings.
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
Studentsโ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
ย
This report is about Studentsโ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document calls for technology enhanced learning (TEL) research to focus more on practical applications that can be effectively implemented in real-world educational settings. It notes that while some TEL research explores innovative new technologies, there is insufficient research on technologies that are practical for everyday use in schools. The document outlines characteristics of TEL innovations that are more likely to be successfully implemented, such as being valuable, clear, compatible with existing practices and tolerant of variation. It argues that TEL research should study representative teachers, learners and settings, and design innovations that can be gradually implemented to bridge the current situation and desired outcomes. This "zone of proximal implementation" focuses on what teachers and schools can realistically adopt with guidance or collaboration. The
This document summarizes a study that investigated university students' use of digital technologies for learning and socializing. The study found that:
1) Students use a limited range of mainly established technologies such as email and presentations software, while use of newer collaborative tools was low.
2) 'Digital native' students and those in technical disciplines used more technologies than 'digital immigrants' and students in non-technical disciplines. However, the differences were only in the amount of technologies used, not how they were used.
3) Students' learning styles appeared to be influenced more by their instructors' teaching approaches than by their own generational characteristics. Students conformed to traditional pedagogies with minor technology integrated for
The document discusses the effects of improper technology usage on student academic performance at Caluluan High School. It aims to determine how improper tech use impacts students' personality, classroom behavior, and exam results. The study will survey 30 senior students about their tech habits and academic performance. Results could help students, parents, teachers understand why some students struggle and guide better tech integration. The conceptual framework suggests technology can positively or negatively impact academics depending on proper vs improper use. Foreign and local literature and studies on technology in education are also reviewed.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
1. The document discusses the Technology Acceptance Model (TAM), which aims to explain and predict user acceptance of technology. TAM focuses on how perceived ease of use and perceived usefulness influence attitudes, behavioral intention, and actual technology use.
2. The document reviews several studies that have applied TAM across different contexts like education. It finds that TAM is useful for understanding factors that influence teacher and student acceptance of educational technologies.
3. However, the document also notes some weaknesses of TAM, such as its reliance on self-reported data and the broad nature of perceived ease of use and usefulness constructs. It suggests TAM needs more research in primary/secondary school settings.
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
Studentsโ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
ย
This report is about Studentsโ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This document calls for technology enhanced learning (TEL) research to focus more on practical applications that can be effectively implemented in real-world educational settings. It notes that while some TEL research explores innovative new technologies, there is insufficient research on technologies that are practical for everyday use in schools. The document outlines characteristics of TEL innovations that are more likely to be successfully implemented, such as being valuable, clear, compatible with existing practices and tolerant of variation. It argues that TEL research should study representative teachers, learners and settings, and design innovations that can be gradually implemented to bridge the current situation and desired outcomes. This "zone of proximal implementation" focuses on what teachers and schools can realistically adopt with guidance or collaboration. The
This document summarizes a study that investigated university students' use of digital technologies for learning and socializing. The study found that:
1) Students use a limited range of mainly established technologies such as email and presentations software, while use of newer collaborative tools was low.
2) 'Digital native' students and those in technical disciplines used more technologies than 'digital immigrants' and students in non-technical disciplines. However, the differences were only in the amount of technologies used, not how they were used.
3) Students' learning styles appeared to be influenced more by their instructors' teaching approaches than by their own generational characteristics. Students conformed to traditional pedagogies with minor technology integrated for
The document discusses the effects of improper technology usage on student academic performance at Caluluan High School. It aims to determine how improper tech use impacts students' personality, classroom behavior, and exam results. The study will survey 30 senior students about their tech habits and academic performance. Results could help students, parents, teachers understand why some students struggle and guide better tech integration. The conceptual framework suggests technology can positively or negatively impact academics depending on proper vs improper use. Foreign and local literature and studies on technology in education are also reviewed.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
1. Karakteristik organisasi sekolah seperti budaya belajar, kepemimpinan, dan sikap terhadap pengaruh eksternal.
2. Faktor praktis seperti ketersediaan teknologi, waktu, pelatihan, dan manajemen.
3. Sikap dan etos individu seperti motivasi dan pengetahuan tentang manfaat I
The use of the internet in higher educationNorshim Hashim
ย
The document discusses academics' experiences using information and communication technologies (ICTs) for teaching and learning. It analyzes focus group discussions with academics from higher education institutions in three disciplines: English, law, and nursing/midwifery.
The main findings were:
1) The most common ICT use across disciplines was providing online resources to students, though law academics were also interested in simulations for practical skills.
2) Academics' primary motivation for using ICTs was to enhance students' educational experience, though some enjoyed the creative process. ICTs also helped address issues like rising student numbers and more flexible/online learning demands.
3) The main difficulty academics faced was a lack
1. Cloud computing and mobile technologies are emerging technologies that will be adopted in the next year according to experts. Cloud computing allows schools universal access to information and applications at a low cost, while mobile devices are increasingly how people access the internet.
2. Game-based learning and open content learning are seen as technologies that will be adopted in schools in the next 2-3 years. Game-based learning engages students and fosters collaboration, while open content provides interactive learning materials to schools at low costs.
3. Learning analytics and personal learning networks are farther-term emerging technologies that will be adopted in schools in the next 4-5 years. Learning analytics uses data to improve teaching and learning, and personal
This document summarizes a study examining factors affecting adoption and usage of the Blackboard learning management system (LMS) amongst academics at Durban University of Technology (DUT) in South Africa. A survey and interviews with academics revealed that lack of LMS experience, low computer skills, and age (particularly for those 41-50 years old) were associated with lower Blackboard usage. Upgrading the system and improving technical support response times were suggested to increase adoption. The study applied the technology acceptance model to identify personal, technological, and organizational factors influencing LMS use, finding that support from management and training positively impacted acceptance while system complexity hindered it.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
The document outlines the theoretical, conceptual, and methodological framework for a meta-synthesis of 18 studies on the adoption and impact of open educational practices and resources in the Global South conducted as part of the Research on Open Educational Resources for Development project. The framework analyzes educational challenges, contextual factors, agents, open educational practices and resources used, the impact of adoption, and the degree of social transformation across studies in South America, Sub-Saharan Africa, and South and Southeast Asia. The goal is to integrate insights from the individual studies into a higher-order synthesis.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
ย
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
This document discusses research on the use of technology in schools. It notes that while technology holds potential to improve learning, advocates have overpromised its ability to extract learning returns on investments. Research now shows technology can boost learning when used effectively aligned with content and teaching principles, but schools have struggled to realize this potential at scale. The document examines past miscalculations and calls for focusing technology investments on solutions addressing critical challenges like improving adolescent literacy.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
This document summarizes research on the educational uses and impacts of technology in K-12 schools. It finds that while technology has potential to improve learning, advocates have overpromised its ability to extract learning returns on investments. Research now shows technology can boost learning when used effectively in conjunction with sound pedagogy. The document reviews research on different technologies and learning outcomes, finding some positive impacts of tools like educational video and interactive software on skills like vocabulary and problem-solving.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
And One Device Will Rule Them All: Make Way for Mobile Technologiescleibige
ย
This document discusses the past, present, and future of mobile computing and its applications in libraries and healthcare. It summarizes research on mobile initiatives, recommendations for effective implementation, and principles for mobile learning design. Key lessons highlighted are the importance of focusing on pedagogy over technology, avoiding top-down mandates, allowing experimentation, and not relying on a single device platform.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
USE OF ICT IN EDUCATION ONLINE COMPUTER BASED TESTEditor IJMTER
ย
A good education system is required for overall prosperity of a nation. A tremendous
growth in the education sector had made the administration of education institutions complex. Any
researches reveal that the integration of ICT helps to reduce the complexity and enhance the overall
administration of education. This study has been undertaken to identify the various functional areas
to which ICT is deployed for information administration in education institutions and to find the
current extent of usage of ICT in all these functional areas pertaining to information administration.
The various factors that contribute to these functional areas were identified. A theoretical model was
derived and validated.
Technology Utilization among Graduate Assistants and FacultyMsRyals
ย
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
The key elements of the Christian worldview are faith, love, forgiveness, and living in Christ. These elements are fundamental to Christ's teachings and reflect the author's own worldview. Living in Christ incorporates aspects like praise, prayer, and witnessing. However, the Christian worldview should focus more on redemption than reconciling the Bible with science. The overarching themes of the Bible can be summarized as creation, humanity, sin/fall, and redemption.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until needs are fully met, with a refund option for plagiarized content.
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1. Karakteristik organisasi sekolah seperti budaya belajar, kepemimpinan, dan sikap terhadap pengaruh eksternal.
2. Faktor praktis seperti ketersediaan teknologi, waktu, pelatihan, dan manajemen.
3. Sikap dan etos individu seperti motivasi dan pengetahuan tentang manfaat I
The use of the internet in higher educationNorshim Hashim
ย
The document discusses academics' experiences using information and communication technologies (ICTs) for teaching and learning. It analyzes focus group discussions with academics from higher education institutions in three disciplines: English, law, and nursing/midwifery.
The main findings were:
1) The most common ICT use across disciplines was providing online resources to students, though law academics were also interested in simulations for practical skills.
2) Academics' primary motivation for using ICTs was to enhance students' educational experience, though some enjoyed the creative process. ICTs also helped address issues like rising student numbers and more flexible/online learning demands.
3) The main difficulty academics faced was a lack
1. Cloud computing and mobile technologies are emerging technologies that will be adopted in the next year according to experts. Cloud computing allows schools universal access to information and applications at a low cost, while mobile devices are increasingly how people access the internet.
2. Game-based learning and open content learning are seen as technologies that will be adopted in schools in the next 2-3 years. Game-based learning engages students and fosters collaboration, while open content provides interactive learning materials to schools at low costs.
3. Learning analytics and personal learning networks are farther-term emerging technologies that will be adopted in schools in the next 4-5 years. Learning analytics uses data to improve teaching and learning, and personal
This document summarizes a study examining factors affecting adoption and usage of the Blackboard learning management system (LMS) amongst academics at Durban University of Technology (DUT) in South Africa. A survey and interviews with academics revealed that lack of LMS experience, low computer skills, and age (particularly for those 41-50 years old) were associated with lower Blackboard usage. Upgrading the system and improving technical support response times were suggested to increase adoption. The study applied the technology acceptance model to identify personal, technological, and organizational factors influencing LMS use, finding that support from management and training positively impacted acceptance while system complexity hindered it.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
The document outlines the theoretical, conceptual, and methodological framework for a meta-synthesis of 18 studies on the adoption and impact of open educational practices and resources in the Global South conducted as part of the Research on Open Educational Resources for Development project. The framework analyzes educational challenges, contextual factors, agents, open educational practices and resources used, the impact of adoption, and the degree of social transformation across studies in South America, Sub-Saharan Africa, and South and Southeast Asia. The goal is to integrate insights from the individual studies into a higher-order synthesis.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
ย
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
This document discusses research on the use of technology in schools. It notes that while technology holds potential to improve learning, advocates have overpromised its ability to extract learning returns on investments. Research now shows technology can boost learning when used effectively aligned with content and teaching principles, but schools have struggled to realize this potential at scale. The document examines past miscalculations and calls for focusing technology investments on solutions addressing critical challenges like improving adolescent literacy.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
This document summarizes research on the educational uses and impacts of technology in K-12 schools. It finds that while technology has potential to improve learning, advocates have overpromised its ability to extract learning returns on investments. Research now shows technology can boost learning when used effectively in conjunction with sound pedagogy. The document reviews research on different technologies and learning outcomes, finding some positive impacts of tools like educational video and interactive software on skills like vocabulary and problem-solving.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
And One Device Will Rule Them All: Make Way for Mobile Technologiescleibige
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This document discusses the past, present, and future of mobile computing and its applications in libraries and healthcare. It summarizes research on mobile initiatives, recommendations for effective implementation, and principles for mobile learning design. Key lessons highlighted are the importance of focusing on pedagogy over technology, avoiding top-down mandates, allowing experimentation, and not relying on a single device platform.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
USE OF ICT IN EDUCATION ONLINE COMPUTER BASED TESTEditor IJMTER
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A good education system is required for overall prosperity of a nation. A tremendous
growth in the education sector had made the administration of education institutions complex. Any
researches reveal that the integration of ICT helps to reduce the complexity and enhance the overall
administration of education. This study has been undertaken to identify the various functional areas
to which ICT is deployed for information administration in education institutions and to find the
current extent of usage of ICT in all these functional areas pertaining to information administration.
The various factors that contribute to these functional areas were identified. A theoretical model was
derived and validated.
Technology Utilization among Graduate Assistants and FacultyMsRyals
ย
Poster presented at the South Alabama Conference on Technology and Leadership on May 13, 2013. Authors: Lindsay Ann Parvin, Ashley Ryals, Dr. Paige Vitulli, and Dr. John Strange
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Adoption Patterns Of Faculty Who Integrate Computer Technology For Teaching And Learning In Higher Education
1. DOCUMENT RESUME
ED 428 675 IR 019 336
AUTHOR Jacobsen, D. Michele
TITLE Adoption Patterns of Faculty Who Integrate Computer
Technology for Teaching and Learning in Higher Education.
SPONS AGENCY Social Sciences and Humanities Research Council of Canada,
Ottawa (Ontario).
PUB DATE 1998-06-00
NOTE 9p.; In: ED-MEDIA/ED-TELECOM 98 World Conference on
Educational Multimedia and Hypermedia & World Conference on
Educational Telecommunications. Proceedings (10th, Freiburg,
Germany, June 20-25, 1998); see IR 019 307.
PUB TYPE Reports Research (143) Speeches/Meeting Papers (150)
EDRS PRICE MF01/PC01 Plus Postage.
DESCRIPTORS *Adoption (Ideas); Change Strategies; College Faculty;
*Computer Uses in Education; Educational Change;
*Educational Technology; Foreign Countries; Higher
Education; Incentives; *Information Technology;
*Instructional Innovation; Tables (Data); Teacher Attitudes;
Teacher Surveys; Use Studies; World Wide Web
IDENTIFIERS Barriers to Innovation; Conceptual Frameworks; *Technology
Integration; *Technology Utilization
ABSTRACT
This paper reports on research that builds and extends a
diffusion of innovations framework and adopter categories in order to
accurately reflect and describe faculty innovativeness with technology for
teaching and learning. A World Wide Web-based survey was used to collect
information from 76 faculty members from across disciplines at two major
North American universities regarding technology use patterns, computer
experience, use of technology for teaching, general self-efficacy, changes to
teaching and learning, incentives, and barriers. Data were analyzed for the
differences between early adopters and mainstream faculty, the rate of
adoption of educational technology by faculty, resulting changes to the
teaching and learning environment, the incentives and barriers to integrating
technology, preferred methods for learning about technology, and methods for
evaluating the outcomes of integration. One figure presents the continuum of
innovativeness; tables present data on changes to teaching and learning, and
rates of agreement with statements about changes to postsecondary teaching
and leaning, incentives, and barriers to integration. Contains 27 references.
(Author/DLS)
********************************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
2. Adoption Patterns of Faculty Who Integrate Computer Technology for
Teaching and Learning in Higher Education
D. Michele Jacobsen
Educational Psychology, University of Calgary, Calgary, Alberta, Canada
dmjacobs@acs.ucalgary.ca
Abstract: Why is the integration of technology for teaching and learning so appealing to some
faculty, and not to others? The present investigation builds and extends upon Rogers' (1995)
diffusion of innovations framework and adopter categories in an attempt to accurately reflect and
describe faculty innovativeness with technology for teaching and learning. Information collected
from faculty across disciplines at two major North American universities is analyzed for the
differences between early adopters and mainstream faculty, the rate of adoption of educational
technology by faculty, resulting changes to the teaching and learning environment, the incentives
and barriers to integrating technology, preferred methods for learning about technology, and
methods for evaluating the outcomes of integration.
Introduction
Recent estimates indicate that colleges and universities invest billions of dollars per year for the acquisition of
computer technology [Geoghegan, 1994]. Instructional technology [IT] may support and increase the efficiency of
the teaching-learning transaction or even modify educational processes, especially with regards to distance
education and "anytime, anywhere" access [Daniel, 1997]. Formal evidence linking this investment to higher
productivity [Schwalbe, 1996] and changes and improvements in the teaching and learning process is accumulating
[Kulik & Kulik, 1980, 1987] [Ehrmann, 1995], and new research approaches and methodologies are being
developed to adequately study the unique issues involved in educational technology [Bull, et al, 1994] [Clark, 1989]
[Reigeluth, 1989]. In some cases, integrating technology into the teaching-learning transaction has been found to
transform the teacher's role from being the traditional "sage on the stage" to also being a "guide on the side", and
student roles also change from being passive receivers of content to being more active participants and partners in
the learning process [Alley, 1996] [Repp, 1996] [Roblyer, Edwards, & Havriluk, 1997]. IT is currently being used
effectively in higher education for information access and delivery in libraries, research and development, as a
communication medium, and for teaching and learning. Increased access to and use of the Internet is making a
unique contribution to the teaching and learning process [Shaw, 1994] and will be an important part of future
strategies to provide services to increased number of students in very diverse locations [Daniel, 1997].
Despite research and testimony that technology is being used by more faculty, the diffusion of technological
innovations for teaching and learning has not been widespread, nor has IT become deeply integrated into the
curriculum [Geoghegan, 1994]. Estimates suggest no more than five to ten percent of faculty utilize technology in
their teaching as anything more than a "high tech" substitute for blackboard and chalk, overhead projectors, and
photocopied handouts [Reeves, 1991]. Although there is a growing number of faculty who are very enthusiastic
about adopting technology because of the potential of newer tools for their students, there is still a large number of
faculty who seem hesitant or reluctant to adopt technology for their teaching tasks. Explanations for limited adoption
may be found in the many barriers that still constrain use by enthusiastic beginners; user friendliness is a seductive
term which misrepresents current technological reality. While acknowledging improvements in current design,
computers and peripherals are still not well-designed, fault-free, and easy to use. As such, the evaluation of the
success of educational technology still seems to depend largely on how well "early adopters" make it work. Given
the size of investment in instructional technology in higher education, the increased demand for distance education
in the future, and the demonstrated effectiveness with some educational outcomes, it seems reasonable to investigate
why the integration of technology for teaching and learning is so appealing to some faculty, and not to others.
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INFORMATION CENTER (ERIC)."
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3. A conceptual framework for analyzing faculty adoption of technology patterns is provided by Everett Rogers'
[1995] theory of the diffusion of innovations, which defines diffusion as "the process by which an innovation is
communicated through certain channels over time among the members of a social system". The four main elements
are the innovation, communication channels, time, and the social system. [Rogers, 1995] defines an innovation as an
idea, practice or object that is perceived as new by the individual, and diffusion as the process by which an
innovation makes its way through a social system. For our purposes, the innovation is instructional technology for
teaching and learning, and diffusion is the extent to which all faculty have adopted this innovation. Because
individuals in a social system do not adopt an innovation at the same time, innovativeness is the degree to which an
individual is relatively earlier in adopting new ideas than other members of a system. Based upon empirical
investigations and market research, [Rogers, 1995] describes five adopter categories along the continuum of
innovativeness [Figure 1] which are ideal types designed to make comparisons possible based on characteristics of
the normal distribution and partitioned by the mean and standard deviation.
"critical mass"
Innovators
Early
Adopters
2.5% 13.5%
Early
Majority
34%
Late
Majority
34%
Laggards
16%
x - 2sd 7+ sd
Figure 1: Adopter Categorization on the Basis of Innovativeness [Rogers, 1995]
When an innovation has been adopted by most or all of the members in a social system or adopter category,
diffusion has reached the saturation point. [Geoghegan, 1994] suggests that this saturation point has been reached
with early adopters of instructional technology, but that "critical mass" alone, the segment of the diffusion curve
between 10 to 20 percent adoption or the "heart of the diffusion process" [Rogers, 1995], is not enough to stimulate
adoption by the mainstream [i.e., 84% of the population]. Geoghegan [and Wertheimer & Zinga, 1997] contrast
early adopters, who are risk takers, more willing to experiment, generally self-sufficient, and interested in the
technology itself, with early majority faculty who are more concerned about the teaching and learning problems
being addressed than the technology used to address them, view ease of use as critical, and want proven applications
with a low risk of failure. Early adopters make an innovation visible to the mainstream, decrease uncertainty about
an innovation, are more experienced with technology and have higher use innovativeness [Ram & Jung, 1994], thus
capitalizing on technology's many features and options. They seek different uses of technology to solve novel
problems and contribute to new and better uses of technology. However, by making adoption look relatively easy,
early adopters may disguise the extensive knowledge and skills that mainstream faculty will need in order to adopt.
Universities are in a situation where there is widespread adoption of instructional technology by innovators and
early adopters, but limited adoption by mainstream faculty. It is apparent from various descriptions of early adopters
and the mainstream [Geoghegan, 1994] [see Jacobson & Weller, 1988], that these two groups have different
characteristics, motivations, and needs. Therefore, campus-wide integration plans cannot be developed on the
assumption that mainstream faculty will naturally use computers as readily and easily as the early adopter. Research
into the adoption patterns of various teclmologies by higher education faculty will give insight into strategies for
encouraging more widespread adoption.
Methodology
The present investigation surveyed faculty members from across disciplines at two major North American
universities. Items gathered information about technology use patterns, computer experience and use of technology
4. for teaching, general self-efficacy [Schwarzer & Jerusalem, 1995], changes to teaching and learning, incentives, and
barriers, using a web-based survey instrument [http://www.acs.ucalgary.ca/--dmjacobs/phd]. Invitations to
participate were distributed using paper-based mail, e-mail, and a campus newspaper. To solicit a representative
sample, paper-based versions of the survey were also made available to potential participants. Complete data was
obtained from 76 subjects (38.2% female, 61.8% male), 55 of whom completed the web-based survey and 21 the
paper-based version. Subjects were on average 45.5 years old, had an average of 12.5 years experience as faculty
member, and hold various academic ranks within their institution [i.e., 19.7% assistant professor, 35.5% associate
professor, 26.3% professor, 18.4% lecturers and sessionals]. Over 65% of participants hold appointments that are
tenured or leading to tenure. The majority of respondents teach 100 or less students per semester, and represent a
range of academic disciplines: Agriculture, Continuing Education, Education, Engineering, Environmental Design,
Fine Arts, General Studies, Humanities, Kinesiology, Management, Medicine, Nursing, Science, Social Science, and
Social Work.
Computer Use in Classrooms and Faculty Expertise
According to the Annual Campus Computing Survey [Green, 1996], adoption of technology for classroom use has
risen between 1994 and 1995; e-mail use has almost doubled to 20%, presentation software use is over 25%, and the
use of multimedia and CD-ROM-based materials is just under 10%. The present study indicates that the adoption of
technology for classroom use is even greater in 1997. Faculty were asked to indicate whether they had ever used any
of 44 types of computer software and tools in a course they taught. Word processing is used by 60% of faculty,
spreadsheets by 38%, charting & graphing by 36%, databases by 34%, presentation software by 34%, and 18% have
used CD-ROM-based materials. A number of faculty use instructional courseware for teaching: tutorials 18%, drill
& practice 14%, simulations 17%, and games 6%. E-mail is used by 67% of faculty in their teaching, on-line
databases or library catalogues by 46%, newsgroups by 21%, listservs by 29%, and FTP by 23%. Newer
technologies, like the World Wide Web, have been adopted for searching & browsing by 56% of faculty, and by
36% for web page creation and editing. It seems fair to suggest that communication technologies are the proverbial
carrot that entices mainstream faculty to adopt technology for teaching and learning [Foa, 1993]. Once faculty are
intrigued by e-mail and the Web, they may start asking questions about other technologies [Gilbert, 1995]. Faculty
rated their level of expertise [i.e., 0.none, 1.a little, 2.fair, 3.substantial, 4.extensive] with 44 types of computer
software. Findings indicate that faculty tend to develop a level of personal expertise with a particular computer
technology before attempting to integrate it into their teaching [i.e., these technologies have been personally adopted
by late majority].
Software/tool A little(1) - Fair(2) Substantial(3)
- Extensive(4)
Total
Adoption
Mean SD
Word processing 14.5 % 81.6 % 96.1 % 3.20 1.07
Spreadsheets 39.5 % 30.3 % 69.8 % 1.60 1.36
Charting & graphing 42.2 % 25.5% 67.7 % 1.50 1.38
Databases 52.7 % 22.4 % 75.1 % 1.50 1.22
Presentation software 36.9 % 21.0 % 57.9 % 1.30 1.37
CD-ROM materials 47.4 % 18.5 % 65.9 % 1.30 1.23
E-mail 19.7 % 75 % 94.7 % 3.00 1.10
On-line databases or
library catalogues
50 % 36.8 % 86.8 % 2.10 1.28
Newsgroups 39.5 % 19.7 % 59.2 % 1.20 1.32
Listservs 39.5 % 25 % 64.5 % 1.50 1.44
FTP 46.1 % 26.3 % 72.4 % 1.60 1.35
WWW searching and
browsing
36.8 % 55.2 % 92.0 % 2.60 1.25
Web page creation 30.2 % 22.4 % 52.6 % 1.20 1.48
Changes to Teaching and Learning
[Hadley & Sheingold, 1993] indicated that significant changes can take place as teachers integrate computers into
instruction. Faculty were asked to use a five-point scale (1.strongly agree, 2.agree, 3.neutral, 4.disagree, 5.strongly
5. disagree) to indicate their level of agreement with statements about how the integration of technology may change
the teaching and learning environment. Faculty most strongly agreed with the following five statements:
Statements - Changes to Post-Secondary Teaching and Learning Mean SD
Faculty will spend more time preparing materials and resources for instruction. 1.77 1.00
Faculty can expect more from students in terms of their pursuing and editing their
work.
2.05 0.84
Faculty will spend more time acting as a guide and facilitator with individual
students.
2.44 1.19
Faculty are better able to tailor students' work to their individual needs. 2.48 0.95
Faculty can be more comfortable with students working independently. 2.59 1.21
While four of these statements describe benefits to student learning, it is also clear that faculty can expect to invest
additional time preparing materials and resources when they integrate technology into teaching and learning. When
asked to elaborate on the nature of changes they have observed as a result of using technology in teaching, one
person confirmed that "it increases preparation time in the short run [first year or two], but allows for rapid
changes/updates in web materials in the long run". So, the investment of time can yield returns. Technology can
also appeal to some students, and not to others: "Some of my graduate students are frustrated when I ask them to try
to use new technological tools...those who have an open mind and flexible learning style like using technology
enhanced instruction; others do not and resent the demand on their time to change. Some of the more shy and quiet
students blossom in terms of their learning when technology is introduced". The next comment touches on the
fundamental changes that technology integration seems to require of teachers and learners: "I still struggle with
students who are conditioned to a system of grades and dependency ...who are reluctant to take responsibility for
their own learning. However...a small number of students do seem to be catching on to the idea that they are in
charge of their learning and willingly take risks". New tools both provide and require a new approach to teaching
and learning.
Incentives to Integrate Technology
Given the time and effort required to integrate technology into teaching, different reasons tend to motivate and keep
faculty engaged with this task. Some incentives are more important for encouraging faculty members to integrate
technology in their teaching [Hadley & Sheingold, 1993]. Using a five-point scale (1. strongly agree, a major
incentive, 2.agree, 3.neutral, 4.disagree, 5.strongly disagree, not an incentive), faculty indicated the extent of their
agreement with twelve incentive statements. The following five reasons emerged as the most important incentives:
Incentive Statement Mean SD
I get personal gratification from learning new computer knowledge and skills 1.80 0.84
Computers are a tool that help students with learning tasks, such as writing,
analyzing data, or solving problems.
1.82 0.98
By integrating technology, I am helping students to acquire the basic computer
education they will need for future careers.
1.92 1.01
Technology tools enable students to help each other and cooperate on projects. 2.22 0.97
Computers enable me to make a subject more interesting. 2.28 0.97
While four of the highest rated incentives have to do with providing enriched learning opportunities for students,
the number one incentive for integrating technology is the personal gratification one gets from learning new
computer knowledge and skills. When asked to elaborate on the incentives for using technology, one person wrote,
"I am convinced that I can provide a better introduction to complex subject matter using interactive, computer-
based technology than I can using either the traditional classroom or any paper-based medium".
Barriers to Integrating Technology
Many faculty are highly motivated to integrate computers for teaching and learning. Although many have
developed impressive expertise in using computers in their classrooms, to a greater or lesser extent, all faculty
experience barriers when they attempt to integrate computers in their teaching. Faculty used a five-point scale
(1.strongly agree, a major barrier, 2.agree, 3.neutral, 4.disagree, 5.strongly disagree, not a barrier) to rate the
6. significance of twenty barriers, adapted from [Hadley & Sheingold, 1993], to the use of computers for teaching and
learning in the campus environment. The following six statements describe barriers that most faculty agreed were
impediments to integrating technology on campus:
Statements - Barriers to Integration Mean SD
Faculty members lack enough time to develop instruction that uses computers. 1.50 0.82
There are problems scheduling enough computer time and/or resources for
different faculties' classes.
1.78 0.89
Financial support for computer integration from administration is inadequate. 1.80 0.86
There are too few computers for the number of students. 1.86 0.94
There is inadequate financial support for the development of instructional uses of
computers.
1.88 0.93
The reward structure does not recognize faculty for integrating computers for
teaching and learning.
2.06 1.26
In response to a request to elaborate upon barriers that may prevent or discourage faculty from using technology in
their teaching tasks, 58 faculty submitted responses. The most common explanation for non-adoption was the
perceived lack of time to learn how to use technological tools as well as learning new methods for teaching. Several
faculty identified "faculty complacency" as a reason for non-adoption, and suggestions were made that many faculty
will not adopt unless they are forced to by formal administrative expectations. Some faculty pointed to the
importance of research over teaching in annual merit reviews, and the absence of recognition for the use of
technology for effective teaching and learning. A faculty comment confirms that "the barriers are not specific to
computers but are the general lack of any reward whatsoever for effort put into teaching excellence". Among many
faculty, there is the perception that technology is still an unproved instructional intervention: "Due to the fact that
there is insufficient data to support the efficacy of computerized teaching, only the risk takers in academics are
prepared to spend the time developing courses for this medium". Hence, early adopters integrate despite risk.
Learning About Technology
Individuals tend to have preferred methods for learning more about technology. Faculty were asked three questions
for which they were asked to rank the importance of different methods for learning about technology, getting help
and support, and accessing information about innovations. In terms of media and methods for acquiring NEW
computer application skills and knowledge, faculty ranked the following from most to least important in descending
order: [1] hands-on experimenting and trouble shooting, [2] mixture of manuals and hands-on, [3] hardcopy
materials, books, etc., [4] on-line manuals, [5] workshops and presentations, and last, [6] structured courses and
guidance. A good number of Technology Integration Plans suggest that faculty need more workshops and courses
in order to acquire the knowledge and skills they need to adopt technology. However, future plans for professional
development should be informed by faculty member's expressed preferences for more hands-on experimentation
and trouble shooting.
In terms of HELP or ASSISTANCE with using computers, faculty ranked the following sources of support from
most to least important in descending order: [1] colleagues on campus, [2] one-on-one assistance, [3] experienced
graduate students, [4] media center support staff, [5] hot-line, or telephone assistance, [6] outside professionals
trained in technology use, and last, [7] colleagues at another institution. Faculty prefer to get help from colleagues
and graduate students, and want one-one-one assistance, rather than relying on outside professionals or colleagues at
another institution. Combined with the preferences expressed in the first part, it appears that the most successful
professional development would be to have just-in-time, one-on-one access to colleagues and experienced graduate
students when one runs run into trouble experimenting and playing around with new technologies.
Faculty were asked to rate the importance of various sources of information for keeping abreast of changes and
innovations in the area of computers. From most to least important in descending order, are: [1] colleagues on
campus, [2] an informal network of friends and family, [3] innovative graduate students, [4] on-line computer
newsgroups & websites, [5] conferences, demonstrations and workshops, [6] colleagues at another institution, [7 tie]
popular computer magazines, [7 tie] popular newspapers and television, [8] hardware and software stores, vendors,
suppliers, and also [9] hardware and software catalogues and brochures. The highest ranked source of information is
a colleague, followed closely by friends, family, and innovative graduate students. Faculty prefer to learn about
changes and innovation from people they know and to which they have immediate access. Five sources of
to
7. information that were ranked "not important" or "neutral" sources of information about changes and innovations in
the area of computers, from least important: [1] department chair, [2] university administration, [3] refereed
computer journals, [4] publications from major computer vendors, and [5] on-line computer journals. Faculty
apparently do not look "up" for information about technology innovations, nor do they rely on vendors or refereed
journals.
Discussion
Previous explanations for why the majority of faculty did not adopt technology for teaching and learning focused on
blame. Faculty were blamed for being stuck in traditional methods of course delivery, were labeled as resistors and
charged with negative attitudes towards technology [Gordon, 1983]. These explanations were based on a poor
understanding of the difference between faculty who readily adopt technology for teaching, and those who do not.
The challenge for researchers interested in the adoption of technology is not to assign blame nor to attempt to fix
faculty attitudes. The challenge instead is to draft technology integration plans and design new educational systems
within the logic and meaning of the emerging paradigms that are informed by our growing understanding of the
complexity and interconnectedness of faculty social systems, communication channels, and patterns of diffusion. A
different support infrastructure is clearly needed for mainstream faculty than that which sufficed for early adopters
of technology. A number of system-wide initiatives have been implemented at various higher education institutions
which provide models for encouraging wider diffusion of technology for teaching and learning, and bridging the gap
between early adopter success and more mainstream adoption.
The present research provides additional support for three trends identified by [Jacobson & Weller, 1988] to
describe faculty adoption patterns: [1] the use of computers for one purpose may encourage enthusiasm for further
computer use, [2] that mainstream faculty may be limited adopters because of the lack of technical support and
training, and [3] that colleague supported training is a viable way to encourage diffusion of computer technologies.
Administration has to be convinced to let go of the infrastructure-driven "if you build it, they will come" approach
to technology integration if they want to address the gap between early adopters and mainstream faculty. Critical
mass alone is insufficient to drive further adoption. Faculty and administration have a deep mutual dependency; the
top-down program advocate needs convincing exemplars to justify large investments in technology at a moment
when funds are scarce, and the bottom-up project advocate and enthusiastic beginner needs a well-conceived and
reliable working environment for successful implementation of innovative concepts [Noblitt, 1997]. To make the
efforts of early adopters more widespread and their results used more comprehensively, incentives, training, support
and reward structures "from above" are needed to build a strong human infrastructure [Foa, 1993] as well as
providing the technological infrastructure [i.e., networks, hardware and software] to drive integration. IT
investments for teaching have to be ahead of what is the state of the art in the world of work, as higher education
prepares for the future. These ever-new investments cannot be left to uncoordinated departmental or individual
initiatives, as they often exceed respective budgets [Bull, et al., 1994]. If the integration of technology for teaching
and learning is a valued institutional goal, administration must recognize that in order to drive change they will have
to address the reward system and commit to system-wide investment in IT. The key to diffusion will be training and
support. Without investment in the human infrastructure nothing of sustainable value will be achieved [Foa, 1993].
One final thought: it may not be the case that early adoption and excellent teaching qualities exist in the same
person. Universities must include an emphasis on excellent teaching in their technology integration plans. Early
adopters of technology who are also excellent teachers have much to contribute to this planning process. [Kearsley,
1996] suggests that excellent teaching should be our first priority, because adopting technology will not improve
poor teaching. He argues that without excellent teachers, technology will not enhance learning to any degree. If
cases are found where early adoption and excellent teaching exist in the same individual, then it is worth profiling
this expertise for the benefit of other faculty members who wish to develop both their technology and teaching
knowledge and skills.
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Acknowledgments
Financial support for this research has been made available by the Social Sciences and Humanities Research Council
of Canada.
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