Higher education institutions continue to invest a considerable amount of time and money in technology-enhanced learning strategies. Yet, despite multimillion-dollar commitments to edtech implementations, many of these resources remain underutilized (or, in some cases, not used at all). New research findings from Lauren Herckis and Joel Smith of Carnegie Mellon University (CMU) may shed some light on reasons behind the slower-than-anticipated spread of these initiatives.
Smith, a philosophy professor, was uniquely positioned to investigate the barriers to the implementation and utilization of technology in higher ed. He was formerly the CIO of CMU and was director of its Office of Technology for over a decade. As Smith said, “I was kind of the person who had the career-long question: Why isn’t tech-enabled learning spreading faster? [It] was important to me to understand why this is a more difficult process than [faculty] think it should be.”
[ Read the original article at EDUCAUSE Review. ]
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