EDTECH: What trends are you seeing with classroom technology adoption?
HASELEY: The challenge is getting people to see that teaching is a challenge because people have taught the same way for a long time. If it worked in the past, it will work in the future. Why change?
We are moving away from that and moving toward student-centered learning and learning experience design.
It’s a shift from the sage on the stage “I’m delivering what I think you need to learn” to focusing on the students’ perspectives. A lot of the time, technology enables that student-centered process.
EDTECH: What are the main challenges facing colleges and universities as it relates to adopting and effectively using classroom technology?
HASELEY: One of the largest challenges is resistance to change. People often see it as another thing in their workload. The other challenge is that faculty and students are often not incorporated in the technology selection process.
Sometimes they are. It depends on the institution. Or a particular faculty member is outspoken, and then the technology gets scaled without questioning what the applicability is to other things.
It’s about making sure we include stakeholders in all rounds of the technology selection and adoption process. What are the pedagogical ties and what are the challenges in a classroom, online or a blended environment that the technology solves? When you include stakeholders, you have a much easier time driving adoption because you have tangible success stories.
EDTECH: How can higher education address these challenges? How can you ensure that classroom technology investments pay off?
HASELEY: I would go back to including stakeholders: faculty and students. Often, when the demand for technology comes from students, faculty will react better than if they are told from above to do something. It’s about responding to student needs.
I believe faculty all want to be great teachers and do the best for their students, and if students say, “We love this and it helps our learning,” faculty are more likely to listen.
Also, incentivizing faculty by giving them professional development to learn about new technologies and letting them explore is part of stakeholder inclusion.
EDTECH: Is faculty buy-in still a problem? If so, how do you get buy-in to move from lectures to integrate more technology? Is it just professional development or is there anything else you can do to increase adoption?
HASELEY: Faculty have a lot of demands on them, especially those in research or those who are adjunct and have additional jobs or are working professionals. It can be easier in some ways to do what works rather than experimenting. Change is hard, and it takes work and time. I don’t necessarily think it’s a bias against technology.
You only have so many given hours in a day. We need to give people the time and space and the professional development to learn what the advantages are of moving to a new paradigm of learner-centered design and the problems that it is solving.