Beyond change blindness: embracing the technology revolution in higher education

Sutton, Kimberly Kode; DeSantis, Josh

doi:10.1080/14703297.2016.1174592

Cited by 22 publications

(11 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Others focus on the acceptance of technology by HE teaching staff with recommendations for HE leadership to integrate the implications of different models of technology acceptance (Rogers' (1962(Rogers' ( , 2003 diffusion model, Davis' (1989) technology acceptance model and Mishra and Koehler's (2006) technological, pedagogical and content knowledge TPACK model) in Continuous Professional Development (Sutton & DeSantis, 2017).…”

Section: Theoretical Analyses 2013-2017mentioning

confidence: 99%

“…In particular Singh and Hardaker (2017) apply Giddens' (1984) Theory of Structuration to identify a set of change levers at the intersection of bottom-up and top-down initiatives, namely the promotion of a collaborative, participatory approach, helping to form social networks so that potential adopters learn from peers, combining mass and interpersonal communication, endorsing bottom-up engagement and recognising the cultural specificity of faculties and departments. Van Wart et al (2017) and Sutton and DeSantis (2017) draw on the technology adoption literature, while Ng'ambi and Bozalek (2013) refer to Rogers' diffusion of innovation theory (Rogers, 2003;Rogers & Scott, 1997). Brown (2013) and Shieladevi and Rahman (2016) take a change management perspective.…”

Section: Leadership Theoriesmentioning

confidence: 99%

“…-the application of technology acceptance and adoption models (Akcil et al, 2017;Boyd & Sampson, 2016;King & Boyatt, 2015;Livingstone, 2015;Markova, 2014;Sutton & DeSantis, 2017;Van Wart et al, 2017); -the application of tools and methods from the business world, as suggested by Sangrà (2009), with the caveat of the necessary cultural adaptation to HE (Chow, 2013;Mishra et al, 2016;Spackman et al, 2015;Tay & Low, 2017); -using data for decision-making (Brown et al, 2016;Burnette, 2015;Persichitte, 2013); -studying TEL adoption from the point of view of organisational learning (Tintoré & Arbós, 2013;Trevitt et al, 2017); -personal digital competence / literacy / confidence, of both leaders and staff (Akcil et al, 2017;Boyd & Sampson, 2016;Brown et al, 2016;DomingoCoscollola et al, 2016).…”

Section: Trendsmentioning

confidence: 99%

See 2 more Smart Citations

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Arnold

Sangrà

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.

show abstract

Section: Theoretical Analyses 2013-2017mentioning

confidence: 99%

Section: Leadership Theoriesmentioning

confidence: 99%

Section: Trendsmentioning

confidence: 99%

See 1 more Smart Citation

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Arnold

Sangrà

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…E-learning techniques are being constantly updated and improved due to the mass adoption of modern technologies. Modern technologies include the development of computer technologies, mobile platforms, communication means, and naturally the development of various Internet technologies [1]. It is the Internet and the opportunities that it provides that make it possible to implement all sorts of ideas.…”

Section: Introductionmentioning

confidence: 99%

Virtual Lab Model for Making Online Courses More Inclusive for Students with Special Educational Needs

Gavronskaya

Larchenkova

Kurilova

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This study is devoted to the peculiarities of online education, namely, the use of virtual laboratories. The emphasis is being placed on the development of a laboratory model that can take advantage of the available online courses and adapt them for students with special educational needs. The research describes the learning process in a virtual laboratory, options for integrating online courses, and the ways of presenting them to students with certain educational needs. As a result, a virtual laboratory model was developed; it has been primarily designed for people with hearing and vision impairment, and musculoskeletal disorders. Thus, each user category was submitted several options for the educational process implementation within the virtual laboratory. The theoretical model allows creating a virtual laboratory to teach students with special educational needs. Based on the student experience of using the laboratory, research aimed at searching for new ways of presenting information and improving existing ones could be conducted.

show abstract

“…Faced with the unstoppable technologizing of higher education, the limited effects on the educational process are explained away by the lack of digital skills or institutional policies of the universities themselves: lack of incentives and time for teachers, as well as a very high learning curve (Sutton & DeSantis, 2016). There is also sufficient evidence of the importance of intrinsic factors such as the teachers' subjectivity in the process of integrating technology in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Three paradoxes in the approach to educational technology in the education studies of the Spanish universities

Ferrés

Masanet

Mateus

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience's contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects about technologies. This critical analysis is organized around three paradoxes related to information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.

show abstract

Beyond change blindness: embracing the technology revolution in higher education

Cited by 22 publications

References 13 publications

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

Virtual Lab Model for Making Online Courses More Inclusive for Students with Special Educational Needs

Three paradoxes in the approach to educational technology in the education studies of the Spanish universities

Contact Info

Product

Resources

About