Technology Challenges in Integration in Higher Education

I have been teaching in the online realm in higher education for 15 years and have seen a lot of
changes. With each change comes a lot of challenges and training. Research has shown the
technology integration still remains low in classrooms primarily because teachers do not feel
well prepared for integrating it into their curriculum (Korucu-Kis & Ozmen, 2018). A study done
by Korucu-Kis and Ozmen (2018) looked at the preparation of student teachers in terms of
integrating technology. They identified that student teachers were ill-prepared for the integration
primarily because of inadequate training, their beliefs about not seeing technology as part of
their classes, their teachers were not educated enough in technology knowledge and skills, and
lack of technology resources. The suggestions from this study identified that there should be
more training as well as changing the students’ inherent value beliefs about how technology
should be an essential part for teachers and students (Korucu-Kis & Ozmen, 2018). Having
student teachers as well as educators utilize technology will help encourage better integration
into their classrooms and courses.

Another area that was identified as creating a challenge within higher education is digital
fluency. According to the EDUCAUSE Horizon 2019 Higher Education Report, “digital fluency is
the ability to leverage digital tools and platforms to communicate critically, design creatively,
make informed decisions and solve wicked problems while anticipating new ones” (Alexander,
et al., 2019, p. 14). This is different than being digitally literate. The expert panel determined that
the focus should move away from faculty trying to be digitally literate and instead, partner with
teams of specialized learning designers (ie. instructional designers). This is primarily because
digital fluency requires a strong understanding of the digital environment and faculty may not
have the resources to implement new strategies. The shift now is to use faculty as subject
matter experts and use instructional designers to develop and implement learning design.

Getting buy-in from the faculty is definitely one area that I see as important in helping to
integrate new technologies. In my experience, I have found that faculty is not always included in
upcoming technology changes. This creates a gap and hesitancy with incorporating technology
into courses. The role of full-time faculty and adjuncts needs to be included as being key
stakeholders in the adoption and implementation of digital solutions. Faculty need to be included
in the evaluation, planning, and implementation of any teaching and learning initiative
(Alexander, et al., 2019).

The key to successful implementation with technology is to have all teachers and learners be
hands-on. Faculty need to be trained and have a comfort level with technology integration and
students need to be trained as well on how to use it and not be afraid. Whether the training is
with instructional designers, other faculty members, or administrators, a comfort level must exist
in order to have successful implementation within courses.

Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, D., Knott, J., McCormack, M.,
Pomerantz, J., Seilhamer, R., and Weber, N., (2019) ​EDUCAUSE Horizon Report: 2019 Higher
Education Edition, ​1-42.
Korucu-Kis, S., & Ozmen, K. S. (2019). Exherent and inherent value beliefs about technology:
missing pieces in the puzzle of technology integration? ​International Journal of Educational
Technology, 6​(1), 1-11.