Technology Adoption
When assessing my behaviour on the adoption of digital technology it’s evident that I’m an early adopter with occasional dips into the innovation pool. The interesting component of this is the attitude I display toward the technology and the perceived outcomes I hope to realize resulting from this behaviour.
I believe I’m an early adopter because of my job and the importance of staying on (or in-front of) the technological curve. This behaviour carries forward into my personal life with many technical “gadgets” promising to increase my productivity and augment my life in a positive way. One tech gadget I have recently purchased is the Nest thermostat developed by the former apple engineer who developed the first iPod. Its elegant structure is looks amazing but it’s the technical functionality that I find most engaging. The thermostat connects to your network and can be manipulated through your phone (or computer). It also monitors your activities in the house and determines the best schedule for heating and cooling according to your comings and goings. This is then augmented by the ability to adjust these schedules and set a heating “zone” for temperature you are most comfortable in. This is one example of an innovative technology adoption and enhances my life on a daily basis in a simple but exciting manner. The most important aspect of my adoption of technology is my attitude toward innovation and the expectation that before we can receive a benefit from a technological advance, we must first tackle the job of understanding the technology to use it to its fullest (Davis 1986).
My position at work also plays an important part in my technology adoption. As a Professor in the Web Design and Multimedia Design programs it is imperative I stay connected with the rate of technology adoption in Industry. This is important not only because of my in class responsibilities but because I’m also the program Head (Coordinator) of the Contemporary Web Design program. This means my responsibility is to develop cutting edge curriculum that stays ahead (or at the bare minimum with) the current technological trends. To deliver a stale curriculum would mean our graduates are unable to compete in this fast moving technological job market and be left behind as innovations push the discipline forward.
Learning about concepts such as the Implementation Dip (Fullan, 2001) has supported my belief in the currency of time and the performance decrease you experience before a technology will enhance your outcomes in a positive manner. One difficulty I face is keeping the Faculty in the Web program moving forward with me (in the adoption of technology) at the same rate. I’ve found over the years that discussing what is happening in the Industry and advocating for large scale changes to the curriculum have been met with anxiety. My goal is to support Faculty and work as a cohesive team while reducing the personal level of concern surrounding the new curriculum. Using the CBAM framework has been valuable because it allows me to evaluate the individuals’ feelings and experiences as they work through a new technology implementation (Hall & Hord, 2001).
One way I have been challenging myself is to implement a new technology into a process and to observe how it affects the desired result and learning outcome. Using the SAMR Framework (Puentedura, 2012) I’m able to evaluate the impact of a new technology and how it redefines a task once it is implemented. SAMR has also proven valuable in evaluating the impact the technology had on the task, and if it was a worthwhile change to the process. A good example of this change is the way electronic devices are displaying content today verses 5 years ago. Screens are now approaching resolutions over 300 pixels per inch and we are realizing more definition in our display devices as each year goes by. This completely changes the process of creating content for these screens and modifies the process of content distribution significantly. As each technology is introduced it must be evaluated and strategies developed on how to best adopt the technology when bringing it into the classroom (Koehler, 2012).
As I mentioned above I would like to think I’m an Innovator of technology but I find it difficult to innovate when faced with the proposition of staying current with each new technology as it’s released. I have had some success in Innovation developing the first Mobile Applications post diploma at the College level in Ontario. This post diploma was finalized two years ago and now represents the Ministry standard for Mobile Applications posts in Ontario. This project was nurtured by me from its inception to its approval.
Technology moves so quickly it would be uncommon for a College or University today not to address the mobile aspect of technology distribution, but four years ago (when I first talked with the Dean about the idea) it wasn’t even remotely on our radar as a curriculum to deliver. It wasn’t the idea of Mobile Applications that was unique but the delivery of the content in a post diploma giving our graduates the opportunity to study for an extra year and add expertise as a mobile specialist to their resume. I would love to innovate more often but innovation “is an idea, practice, or object that is perceived as new by an individual or other unit of adoption” (Rogers, 2003, p.35). This is a tall order when attempting to balance all other other aspects of utilizing technology.
Using a force field analysis it appears the main concern for me is time. This is extremely important because it affords me with ability to immerse myself in a new technology. Without it, there is a diminished ability to come to grips with the new technology and the possibility of late adoption. This concerns me because in my industry understanding a technology is critical to ones success.
The change objective for me would be to manage my time as effectively as I can and release myself from duties that are obstructing my ability to free up the necessary time to dedicate to a new technology.
My change strategy consists of a continued implementation of new technologies through personal and professional development. I intend to discuss my goals with my Dean and the benefits of my continued efforts in this area. If I’m successful in freeing up some time this will enable me to bring new technological knowledge into the college to share with the faculty and students. This should mitigate some of the restraining factors such as my heavy teaching load and technological resources. As I continue to evaluate process, pedagogy, and the impact of technology on my discipline I can’t help but feel energized about the new opportunities it will afford me in the future.
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References
Davis, F. D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly 13(3): 319–340
Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.
Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.
Koehler, M.J. (2012). What is TPAK?. Retrived from http://www.tpak.org/
Puentedura, R. (2012). Puentedura’s Weblog. Retrieved from http://www.hippasus.com/rrpweblog/
Rogers, E.M. (2003). Diffusion Innovations (5th ed.). New York, NY: Free Press.