Annotated Bibliography 3

Moser, F. Z. (2007). Faculty Adoption of Educational Technology. The EDUCAUSE quarterly, 30(1), 66-69.
Description: This article explains a Technology Adoption Cycle that was developed based on the experiences of Staff at three different universities, the model (pictured above) highlights a circuit of faculty behaviours (shown in bold) and the outside factors which influence them (shown in italics).

The article goes on to identify barriers to the adoption of educational technologies for each of the groups identified in the Diffusion of Innovation Model (Rodgers, 2003) and highlights the need for support, and the type of support required, for faculty at each stage of the cycle.

Key take aways from the article included, the importance of time commitment this was highlighted throughout the article, both as an extrinsically motivational factor (the institution) and as in intrinsically motivated factor (the individual).

“The time faculty spend integrating educational technology into their teaching lies at the core of this model. Because time is a scarce resource and many other activities compete for faculty attention, time commitment illustrates the value and importance assigned to an activity”

Additionally the need for support, it was highlighted that the majority of organisations had adequate support for development of staff competence, however support for pedagogical development and reflection was lacking.

Evaluation: Although the article highlighted experiences at the University level I found that it also reflected what I have seen working in Schools and as such the lessons from the article can be applied. The concept of time is one dear to the hearts of Teachers everywhere a Teachers time is often divided between Transactional (doing) and Transformational (changing) activities, however during an average teaching day we get so busy with transactional items. We are busy getting things done, that transformational falls by the wayside. It must be the institution that provides the time and support for teachers to engage in the Transformational change that e-Learning offers in order to ensure its adoption.

The final recommendations of the article I believe apply to any change not just an adoption of technology, they are:

1. Engage in continual need analysis.
2. Provide a well-rehearsed supply of scaleable services that reflect the priorities and skills of the individual support groups.
3. Implement a solid and efficient process for consulting with individual faculty.
4. Get involved with a number of larger projects that foster overarching collaboration.
5. Conduct multifaceted evaluation activities.


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