Anetha Johnson EDUC 7101 Diffusion and Integration of Educational Technology

The need existed for a peer-to-peer file sharing software that could enable delivery of instruction as well as instructor-to-student(s) and student-to-student synchronous learning in an online educational environment. NEED

Skype (Sky peer-to-peer) is one brand of peer-to-peer videoconferencing software that was developed by Ahti Heinla, Priit Kasesalu, and Jaan Tallinn and founded by Niklas Zennstrom and Janus Eriis. RESEARCH

Skype became popular as an “Internet telephone” that included voice and audio chat capabilities Skype-to- Skype free of charge and from Skype to landlines for a nominal charge. Problems during the development process were minimal and the intended audience was global as a replacement for the usual paid long distance calling services. DEVELOPMENT

Skype was marketed as a free peer-to-peer software and its “big selling point was that users could make free voice calls (using their computers and a headset) to each other from anywhere in the world” (Aamoth, 2011). Skype was purchased by eBay in 2005 and “Marketing efforts were re- vamped, with a particular focus on innovative partnerships with TV broadcasters to integrate Skype into their programming” (Wikipedia, 2011). COMMERCIALIZATION

The universality of telephone usage and the free service available through Skype made marketing and distribution of this software relatively simple once the product was developed. Marketing led to Skype being “commonly used by network news stations around the world, as a cost- effective replacement for sending satellite trucks and enabling fast response from citizen journalists. Skype was also integrated into scripted TV programming” (Wikipedia, 2011) and other innovative ways to introduce Skype to a global market.

Videoconferencing was first introduced at the 1964 World’s Fair and went through Rogers’ five stages of innovation- decision stage numerous times before the present decade. With the availability of high-speed Internet processing speeds, videoconferencing can now connect instructors and students across the globe. KNOWLEDGE

The quality of streaming video allows for interactive exchanges student-to- student and instructor-to-student. Software now exists that make this a highly effective way of delivering instruction and for meaningful interaction on an international level. “Higher education started to embrace the benefits of video conferencing in 2003” and “Schools around the world began to integrate video conferencing into their distance learning programs to enhance classes with more interactive classroom-like environments” (Nefsis, 2011). A college or university that does not incorporate video conferencing capabilities into its instructional design would be less attractive to prospective students and faculty. PERSUASION

Institutions of higher education can use low cost or no cost video conferencing software such as Microsoft Office Live Meeting or Skype to facilitate face-to-face interactive learning between instructors and students or student groups. Adoption of videoconferencing software as an academic platform can be a low cost alternative method of instruction delivery and face-to- face interaction between instructors and students. DECISION

Implementation of video conferencing into higher education can be easily facilitated using dedicated video conferencing devices and software. “There are several types of dedicated video conferencing devices that range in price and quality”… including “large-group systems and portable or non-portable small group systems” (Nefsis, 2011). IMPLEMENTATION

Dissonance will be assuaged once the effectiveness of video conferencing as a means of lesson delivery and interaction between instructors and students is realized. The use of videoconferencing in higher education can only grow and improve with time. “The history of videoconferencing illustrates just how far the technology has come since its debut in 1964… and is still in a state of growth and transition” (Nefsis, 2011). CONFIRMATION

S-CURVE

We can anticipate the innovators of videoconferencing as an instructional platform in adult and higher education being those educators who are on the cutting edge of technology. They will be the instructors who incorporate technology into their instructional design; who seek out the latest technology, and develop ways of using those innovations to guide their instruction. INNOVATORS

Early adopters of videoconferencing as a modality of instruction delivery will be those educators who do not seek out technology or develop the latest technological innovations into their instruction and instructional design for their school or department, but who are the first to respond when presented with the opportunity to try out new technology in their classrooms. These early adopters have an influence on other instructors and will be useful in the adoption of videoconferencing of a modality of instructional design and delivery at their educational institutions. EARLY ADOPTERS

Rogers (2003) defines laggards as “the last in a social system to adopt an innovation” (p. 284). In our adult/higher education environment, the laggards will be those educators who have been instructors for a long time and are reluctant to change. They may be skeptical about the effectiveness of instruction using videoconferencing technology, lack computer experience, and have biases against online instruction because of their lack of knowledge and experience using that modality of teaching and learning. Laggards may also feel more comfortable instructing the way they have always done it. LAGGARDS

Strategies for Motivating Laggards … Laggards can be motivated to adopt videoconferencing innovations as an instructional platform. They will be influenced to adopt the technology if they can see the advantage to using this medium over or in conjunction with the traditional method of instruction. When educators perceive a relative advantage to an innovation, they are more cooperative in the diffusion process. STRATEGIES FOR MOTIVATING LAGGARDS

Another perceived attribute that could be effective in moving laggards toward adoption is to make the process of using videoconferencing software as simple as possible. Training and technology staff on hand to assist during the learning and early phases of implementation will help to alleviate fear of technology some educators may have. Once they feel more confident using the software, they will be more amenable to adoption. Motivation …

Aamoth, D. (May 2010). Gadgets: A brief history of Skype. Retrieved from Nefsis. (2011). Video conferencing history: timeline. Retrieved from conferencing-history.html conferencing-history.html Rogers, E. M. (2003). Diffusion of innovations. (5 th ed.) New York, NY: Free Press. Wikipedia (2011). Skype: History. Retrieved from