“If an institution’s stated strategy is to promote the use of educational technology, that institution must establish an adequate framework for faculty to use technology successfully. This includes not only formal incentive structures but also the development of a sufficient educational technology infrastructure and a satisfactory framework for educational technology support.” Faculty Adoption of Educational Technology by F.Z. Moser
After reading the paragraph above readers will likely nod in agreement…yes, yes that makes much sense. Yet most institutions fail to recognize the complexity of introducing educational technology into the classroom and curriculum. Granted, the majority do recognize that faculty and teachers need guidance on how to use the features of a new educational tool or platform, but support usually stops there. Professional education for faculty and teachers that addresses skill development, focuses on integrating educational tools using pedagogically sound methods, for the most part is nonexistent. Yet what can be done? The answer—it’s complicated, which is the thrust of the research brief from EDUCAUSE—Faculty Adoption of Education Technology. Complicated, but by no means impossible.
Author of the paper Franziska Moser, conducted research with nine U.S. institutions focusing on education technology and the types of support strategies provided [or not provided] for ed tech implementation, and the resulting impact on faculty’s teaching behaviors. As part of her research, Moser put forth the Faculty Educational Technology Adoption Cycle, a model for institutions to consider when working with faculty and their implementation of educational technology.
Moser’s model includes five behavioral characteristics of faculty, observed upon implementation of educational technology in higher education settings. The model includes outside factors and variables deemed to have positive influence on each characteristic.
- Time commitment. The time instructors invest in integrating educational technology into their courses lies at the core of the model. Moser suggests that the level of time commitment depends upon organizational incentives provided (extrinsic motivation) and on individual variables such as personal values and goals (intrinsic). Moser also identified a causal relationship between time commitment and competence development of faculty.
- Competence development involves focused skill development for faculty; the skill set required to integrate technology in a pedagogically sound way. Competence also leads to quality course design and teaching expertise.
- Course redesign includes support from a variety of departments that may include instructional designer, tech specialists, multi-media experts, peers, department faculty, etc. Using an instructional design model as a guide, serves as a frame of reference for the design team. The redesign process puts the focus on students’ learning, and the accomplishment of learning objectives via pedagogical methods, not the educational technology tool.
- Teaching/Learning experience that includes trustworthy infrastructure with a built-in support mechanism and a feedback loop leads to: teaching effectiveness, better learning outcomes, and increased satisfaction—not only for students but for instructors. I’ll emphasize here, how critical the availability of support for instructors is—without such support, student learning is at risk, as is the motivation of the educators.
- Reflection, the final phase encourages faculty and instructors to examine newly implemented teaching strategies, consider student feedback, discuss and share results with peers.
Moser’s diagram is instructive as it is insightful; it highlights the complexity of the course design process in a simplified format.
Fast Forward to 2014
Moser’s article was published in 2007, quite some time ago in this age of rapid technological transformation. Yet many institutions still face the same challenges that Moser describes in her paper. There are but a few institutions that appear to follow a model similar to Moser’s. Two that I’ve studied are Purdue University with its IMPACT program and University of Central Florida’s Distributed Learning Program. Both schools’ invested, and continue to invest significant effort and institutional resources in supporting faculty in the redesign of courses and implementation of innovative teaching practices. Though there are others that I haven’t mentioned, these schools are in the minority. Why this is the case I don’t have the depth of expertise to answer completely, but I do see that many institution look externally to address the implementation of technology as a method to increase efficiency and improve learning outcomes rather than creating strategies with the human resources they have within, by human resources I’m referring to faculty, technical and media experts, graduate students, etc.
There are numerous examples of higher education administrators going externally, making decisions about the use of technology without involving internal stakeholders. A recent example is California’s public higher education system. One school in the California state system San Jose State University, spent hundreds of thousands of dollars on a pilot project with MOOC provider Udacity in an attempt to solve the schools’ challenge with bottleneck courses in its institutions. The pilot served as a potential model for other California public higher education institutions. The program failed. Yet University of Central Florida dealt with a similar issue of bottleneck courses and limited institutional resources to accommodate students, yet were able to solve the problem by relying upon its own faculty and staff. UCF’s solution involved developing four types of learning formats including, mixed-mode, face-to-face, and video-streaming, all of which were completed by UCF faculty after they engaged in a comprehensive development program that provided skills training and support for course redesign. The result was a roster of courses in a variety of formats that allowed administrators to achieve a significant reduction in institutional overhead, while getting students into courses they needed to graduate.
There are other examples of failed roll-outs of education technology programs where there was little, if any instructor development plan in place as per Moser’s model. One that is incredibly expensive is the L.A. Unified School Districts’ iPad program. The program cost is said to be $1 billion dollars, which aims to put an iPad or computer into the hands of every student, teacher and administrator in the district, yet little if any resources are allocated to teacher competence development, support, instructional education, lesson planning strategies or curriculum redesign.
Why is Integrating Technology so Challenging?
So why don’t institutional leaders take a strategic approach to address the challenges associated with integrating educational technology? My guess is that it’s a combination of factors—some that are common to all, and some unique to the institution. I suggest strategic planning is required for educational technology implementation program, course redesign, or roll-out and that takes a strong leader that is willing to challenge things as they are. Doing this is difficult. Also required—a leader who can assess what is needed, create and communicate the vision of the project, build a team of experts, and follow through on its implementation. Also difficult. It also requires short-term and long-term planning, and patience. Challenging. Course development takes time, as does learning the skills needed for implementing new teaching practices and methods. Another obvious factor is resources—needed are a significant investment of funds. Most Challenging. And finally, knowledge of a model or framework such as the one presented here, that outlines the complexities and dimensions of technology integration and course redesign. Complicated, but not impossible.
The transformative nature of technology offers tremendous opportunity to improve learning outcomes, improve access, and even reduce institutional overhead costs that does not involve reducing faculty or instructors, yet as discussed it’s challenging to accomplish given the complexity of such an undertaking. But as stated, not impossible as evidenced by institutions like Purdue and UCF that have forged a path of leveraging internal resources to redesign courses, implement technology and develop innovative teaching practices. I’ll delve into Purdue’s program in a post next week, share details of IMPACT, and a selection success stories from faculty.
- Faculty Adoption of Educational Technology, EDUCAUSE Quarterly
- UCF Distributed Learning Guidelines, Center for Distributed Learning
- Summer Faculty Development Conference, University of Central Florida
- Course Delivery Modalities, Center for Distributed Learning (UCF)
- IMPACT, Purdue University
- Helping Professors Use Technology Is Top Concern in Computing Survey, Hannah Winston, The Chronicle of Higher Ed
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I enjoyed reading this post. The quote at the beginning is reflective of the challenges, as, mentioned. The one question I have is related to Moser’s statement about formal incentive structures. What would these structures look like? What would we see in a successful implementation of this approach relative to formal incentive structures?
Hi Chris. I agree that Moser identifies succinctly the challenges associated with ed tech implementation. As for incentive structures —she doesn’t mention specifics, though incentives could be monetary, time-off to work on a course for example, a new position, etc. In many cases, I know institutions will pay faculty for the development of a course, or for a course re-design. Purdue University for example, with the IMPACT program pay faculty $10,000 for a course re-design, and for that they are required to attend a faculty development course weekly — the course is 16 weeks. There is a significant commitment on the faculty’s end, and they are compensated fairly for it. I know University of Central Florida does something similar, faculty are required to attend a formal program, though I am not sure of the incentive amount. Though I do know, that both programs faculty have to apply to the program. This creates a different mindset — it is not mandatory, voluntary and selective. Here is the details of the IMPACT program for faculty from its site: http://www.purdue.edu/impact/apply.html
Hope that helps!
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