Group Admins
Description
Session Description
The High Level Group on the Modernisation of Higher Education (2014) has identified concerns with the ‘uneven’ uptake of digital and online learning technologies across the EU, and this uneven uptake has long been a common challenge for those involved in supporting the meaningful adoption of educational technologies within teaching and learning practice. Adding to this challenge is the intense pace of technological change which leaves little time and space for reflection round the application of educational technologies, with decision making often reactive rather than reflective (Conole, 2007; Selwyn, 2010; Webster, 2016). A variety of change management models have been developed over time with the aim of supporting the adoption of educational technologies in a critical and considered manner (Ellsworth, 2000; Venkatesh & Bala, 2008; Smyth, 2011). This session will reflect on one of the most prominent change management models in educational technology, the Technology Adoption Model (TAM) in terms of its relevance to current practice and the barriers to educational technology adoption in 2019. The session will begin by an introduction of the TAM and how the model has developed over time. Participants will then be invited to reflect on their own context and consider how the TAM model can be used to address the barriers to educational technology adoption in a practical sense. This reflective exercise will be supported by the use of an online noticeboard, Linoit, and guided by focused questions. The Linoit noticeboard will be shared with the group with a view to continuing the conversation beyond the conference using established professional learning communities. This is a BYOD session.
The session structure:
1. Short presentation on the Technology Acceptance Model (TAM) – 10 minutes
2. Guided reflection on how TAM and/or other change models can address the barriers to educational technology adoption. Key discussion points will be recorded on an online noticeboard, using the Linoit tool – 15 minutes
3. Summary of reflections and opportunities for sharing beyond ALT 2019 – 5
Recording of key discussion points on Linoit, a browser based bulletin board application. Participants will be able to access the Linoit through any device by copying the Linot URL. More information at https://padlet.com/
The TAM 3 model developed by Venkatesh, Viswanath & Bala, Hillol. (2008) will be used to support the group exercise.
Venkatesh, Viswanath & Bala, Hillol. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences – DECISION SCI. 39. 273-315. 10.1111/j.1540-5915.2008.00192.x.
This is a BYOD session.
References
Resources:
Recording of key discussion points on Padlet, a browser based bulletin board application. Participants will be able to access the Padlet through any device by copying the Padlet URL. More information at https://padlet.com/
The TAM 3 model developed by Venkatesh, Viswanath & Bala, Hillol. (2008) will be used to support the individual and group exercises.
Venkatesh, Viswanath & Bala, Hillol. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences – DECISION SCI. 39. 273-315. 10.1111/j.1540-5915.2008.00192.x.
adlet is a browser based bulletin board application which supports the collation of ideas using a variety of media including text, images and video. Participants will be able to access the Linoit through any device by copying the Linoit URL. More information at http://linoit.com/home
References:
Conole, G. (2007). An International comparison of the relationship between policy and practice in e-learning. In R. Andrews & C. Haythornwaite (Eds.), The Sage handbook of e-learning research (pp. 286-310). Thousand Oaks, CA: Sage.
High Level Group on the Modernisation of Higher Education. (2014). New modes of learning and teaching in higher education. Report to the European Commission. Retrieved from: http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/ modernisation-universities_en.pdf
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Instruction, 26(1), 65-73.
Smyth, K., Bruce, S., Fotheringham, J. and Mainka, C. (2011). ‘Benchmark for the use of technology in modules’. Edinburgh Napier University. Available online at http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Documents/3E%20Framework.pdf
Squires, Vicki & Turner, Nancy & Bassendowski, Sandra & Wilson, Jay & Bens, Susan. (2017). Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies. 10.4995/HEAD17.2017.5508.
Webster, Mark. (2017). Philosophy of Technology Assumptions in Educational Technology Leadership. 20. 25-36.
