March 2003 — Features
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Five Obstacles to Technology Integration at a Small Liberal Arts University
By 2003 one would think that incorporating new technologies into undergraduate instruction and the regular use of computers in the classroom would be an accepted, widespread practice at a majority of U.S. higher education institutions. However, recent statistics show that this is not the case. "Out of every 10 teachers in this country, fewer than two seriously are users of computers and other information technologies in their classrooms (several times a week); three to four are occasional users (about once a month); and the rest - four to five teachers out of every 10 - never use the machines at all. ... Of those same 10 American teachers, about seven have computers at home and use them to prepare lessons, communicate with colleagues and friends, search the Internet and conduct personal business. In short, more teachers use computers at home more than at school" (Cuban 1999).
Linda Sax's faculty study (2000), collected from a national sample of 33,785 members at 378 colleges, universities and community colleges, mirrors Cuban's assessment. Her analysis indicates that a large percentage of faculty members are convinced by the benefits of computer use for students. The study also shows that faculty are using technology extensively for their own professional purposes, while a much smaller number develop computer-enhanced courses for undergraduates. "A full 87% of faculty agree that 'student use of computers enhances their learning.' ... 87% of all faculty communicate via e-mail at least twice a week, and 85% regularly use computers to write memos or letters. Faculty also use computers on a regular basis to work from home (55%), conduct scholarly writing (54%), create presentations (38%), conduct research using Internet resources (35%), and conduct data analysis (27%). In addition, 36% of faculty place or collect course assignments on the Internet and 22% use computers in undergraduate course instruction" (Sax 2000).
There is even evidence that students respond more positively to the use of technology in their classroom learning experience. "Segmented models show media-enhanced courses having higher success and lower withdrawal rates than traditional or fully online courses. When media-enhanced and fully online classes are matched with traditional sections, media-enhanced versions are superior in having greater numbers of students succeeding with an A, B or C grade, and fewer withdrawals." (Hartman, Dziuban and Moskal 2000).
Yet, despite this preference on the part of students, only a relatively small percentage of teachers actively use technology during the teaching of their courses. Convincing faculty to put technology to use in the classroom is not the only hurdle computer integration faces on the campuses of today's small liberal arts institutions of higher learning. Other influential factors also combine with and foster this reluctance on the part of the faculty; thus, effectively blocking progress in this area.
An Enabling Environment
An "enabling environment" is a precondition to institutional change. These environments include: universal student access, reliable networks, multiple opportunities for training and consulting, and "a faculty ethos which values experimentation and toleration of falters." Even when these conditions are in place, transformation is neither easy nor automatic (Brown and Floyd 1999).
