Investigating the IT Paradox

Abstract

In this paper, the paradoxical situation that appears to exist between IT Educators and their apparent lack of use of Educational Technology tools at university IT departments in South Africa, is investigated. In previous research (Blewett & Singh, 2003) it was found that only 16% of IT academics, at universities, were making significant use of Educational Technology tools. It was also noted that 32% of the IT academics surveyed felt that the use of technology was not more effective than traditional methods of teaching. This paper now presents the results of further research that was conducted, in an attempt to investigate this paradoxical situation. The survey reveals that there are 5 key factors hindering the usage of Educational Technology tools by University IT departments in South Africa: 1. Resistance to changing traditional teaching practices 2. Increased time commitment (workload) for academic staff 3. Academic staff have not been taught how to apply technology in teaching 4. Inadequate infrastructure for access, support and training to sustain technology 5. Lack of coordinated planning for technology at departmental, institutional and systems levels. Although identifying these key inhibitors, the paradox deepens further when Resistance to Change is considered as the number 1 inhibitor. Further to this is the apparent belief by IT academics that their limited use of basic Educational Technology Tools (Type 1 Tools) constitutes the use and application of Educational Technology.