Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership

Abstract

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL.These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one's own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups.

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

“…A key finding in this category is that bottom‐up change processes, change initiated from or carried out by teaching staff, were key for a successful implementation of educational technologies. In addition, university leadership played a central role in creating a supportive and enabling institutional culture that fosters bottom‐up initiatives (Bälter, 2017; Bohle Carbonell et al, 2013; Tsai et al, 2019). Bottom‐up approaches were often described as consisting of respected faculty members functioning as so‐called referential or opinion leaders (referred to collectively as opinion leaders).…”

“…Furthermore, institutional strategies and policies were essential for ensuring the adoption of digital teaching methods, especially when these strategies were used to guide and support instructors (Bälter, 2017; Broos et al, 2020; De Hart et al, 2015; Volungevičienė et al, 2014). However, authors differed in their interpretations of how these strategies should be organised and carried out.…”

Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process

“…In yet another approach (Balter, 2017), TEL is based on the synergy of technology and pedagogy, rather than on the technology itself. Independent of whether the approach is pragmatic or synergistic, the changes connected to the implementation of ICT in the educational process require changes in methodology and teaching strategies.…”

A Conceptual Model for Institutional Adoption of Learning Technologies in Higher Education

“…The education sector is currently undergoing a massive and significant transformation, comparable to the 19th century dawn of universal schooling (Collins & Halverson, 2018). This transformation is underpinned by technology advancement (Delgado, Wardlow, O'Malley, & McKnight, 2015), particularly in the form of e-learning technologies (Li, Wong, Cheung, Lam, & Ng, 2014) and technology-enhanced learning (TEL) (Bälter, 2017). Whilst the future of e-learning is promising (King & Boyatt, 2014), it still needs to overcome reputational and quality hurdles to prove itself (Bälter, 2017).…”

“…Akcil, Aksal, Mukhametzyanova and Gazi (2017) identify technology self-efficacy and acceptance in leadership as influential in driving digital citizenship in the education system. Similarly, Bälter (2017) identifies leadership that instils cooperation between crossdisciplinary areas as critical in improving technology acceptance in higher education. A leadership that develops an innovation driven culture and infrastructure also supports adoption of e-learning within the organisation (King & Boyatt, 2014).…”