Dr. Angie Parker Anthem College Online Phoenix, Arizona

South Africa Since 1994, South Africa has struggled to develop globally and democratically.

Resistance has a long history in education and has been noted on nearly every continent as technologies have become more available.

ADOPTION OF INNOVATIONS  social systems  technology itself  Communication channels

To identify the current uses of technology in the four universities of the Eastern Cape. To identify ways to enhance the use of technology over the next five years.

It has been assumed that technology enhances student learning. It has been assumed that students have advanced skills with technology

QUESTION AREAS:  Demographics  Computer experience  Software used in preparation  Level of desired expertise

Adoption of new technologies is influenced by perceived attributes of the technology. If the technology is perceived as being easy, it is integrated with content quickly.

What increases the chance of technology adoption?  Easy access to the technology  Training readily available  Support available

Learning/Adoption Model The progressive development of knowledge about technology is described as a continuous process for all users whether they are beginners or experts.

 Instructor as Learner  Instructor as Adopter  Instructor as Co-Learner  Instructor as Re-affirmer/Rejecter  Instructor as Leader

Gutenberg’s printing press was praised for its invention but rebuked for creating gaps between the literate and non-literate.

The expense of the hardware and software The cost for developing the training The need for on-going training as the technology changes Getting faculty to attend

While the previous slide showed issues for Faculty Development, research indicates that the faculty member’s reluctance and disbelief in the use of technology are also major concerns.

WHAT ISSUES INFLUENCE THE ADOPTION RATE?  Belief that the technology is useful  The ease of use  Are others using it?  Potential support

Education may be the only business which actually debates the existence of barriers to its employees’ adoption of technology.

Faculty are hired to be experts in content areas, but seldom are they also required to be experts in the use of educational technology.

Faculty feel that the technology is usurping their expertise in the classroom. Distance learning is eliminating jobs.

Participants by University 16 Rhodes University 16 Fort Hare University 15 Nelson Mandela Metropolitan University 18 Walter Sisulu University

1.Demographics 2.Computer expertise 3.Perceived importance of technology 4.Current usage 5.Issues related to training and support

 Provide evidence of current usage  Develop better understanding of the training  Understand perceived importance of technology

Student Participation by University 19Walter Sisulu University 16Rhodes University 15Nelson Mandela University 17Fort Hare n=67

Gender of Participants by University UniversityFemaleMale Rhodes University142 Fort Hare University79 Nelson Mandela78 Walter Sisulu126

Older participants appeared to have the least interest in technology and the use of technology as a tool for teaching and learning. Average age: 38 Oldest: 54 Youngest: 24

Current Perceived Levels of Expertise Rhodes2 Fort Hare1 Nelson Mandela1 Walter Sisulu1  0-never use  1-used once per month  2-used 2-3 times per month  3-used 4-5 times per month  4-used daily

Desired Level of Expertise in Two Years by University Rhodes2 Fort Hare1.5 Nelson Mandela1 Walter Sisulu1

Age and Perceived Level of Expertise Gender Over 40 Females Males Beginner; 2-Intermediate; 3-Expert

Faculty were using the Internet for course preparation but only in a limited manner. 1. No reliable Internet connections 2. The time required to search 3. Lack of skill to find high quality sites

Few of the universities had classrooms with Internet access. Only Nelson Mandela had an actual computerized classroom

The spotlight should not be on the technology itself, but rather on technology as a tool for a learner- centered environment.

1.Recognition 2.Perceived value 3.Lack of training

Technology is transforming nearly every aspect of society. Not only is technology a part of the culture from which it arises; it also impacts the culture that created it.

Changing faculty perceptions is only the beginning step…the second step is training that clearly delineates the use of technology as a tool for teaching and learning.

1.High quality training to meet the needs of all levels of expertise 2.Website support for FAQ’s and immediate support 3.Administrative support with rewards for technical innovation.

Not only to provide immediate information, but to “cheer” innovations and Best Practices.

A support system that allows instructors to share, discuss, and debate innovative methodologies for incorporating technology.

Technology is changing our society. The use of technology in the curriculum can facilitate learning by providing: 1.more relevant learning opportunities 2.changing the orientation of the classroom from professor to student-centered 3. preparing students for future employment 4.flexible delivery modes 5.Increased access