Information Technology In Higher Education Research Articles

An Evaluation of Innovative Projects Involving Communication and Information Technology in Higher Education

ABSTRACT This article describes the results of a two‐year national study to evaluate the contribution of information technology projects to student learning in higher education in Australia. The study reviewed the outcomes of 104 teaching development grants that made significant use of a range of communication and information technologies in projects which had received a total of 4 million dollars in funding. In approximately 90% of cases, the project leaders reported having had the intention of improving student learning outcomes, but only one third were able to report this as the actual outcome. A review of the evaluation methods used by project leaders revealed a strong focus on student reactions to projects, rather than on methods that would have uncovered student learning outcomes.

IT in Higher Education: A Presidential Perspective

In this column, as in many other print and electronic forums, information technology (IT) is discussed at length in terms of applications for students, faculty, staff, and administrators; in terms of hardware, software, and infrastructure; and in terms of strategic planning, budgeting, and fund-raising. There is only one person on every campus who must constantly assess and balance all these factors and constituencies: the president. However, a presidential perspective—the view from 30,000 feet—does not appear often in discussions about IT in higher education. This column shares my recent conversation on the subject with Carol A. Cartwright, president of Kent State University, a CEO to whom I am privileged to have unique access.

Managing information technology in open and distance higher education

This paper uses the Massachusetts Institute of Technology (MIT) Management in the 1990s Research Framework as a basis for examining the challenges of managing information technology in higher education, with particular reference to open and distance education. Each of the five factors in the strategic framework (strategy, technology, structure, management processes, staff skills and roles) is individually examined with relationships between aspects of each factor highlighted. The importance of aligning factors with the pivotal factor in the framework, strategy, is then explored. The framework serves as an aid to help both construct an overall picture of the key factors which need to be managed holistically in order to ensure that information technology (IT) contributes to the betterment of an organisation and to deconstruct those factors (and their relationships) so that constituent components are also well managed. The authors draw some conclusions on the need for universities to be truly learning organisations in relation to their response to the IT imperative. Cautious optimism is advanced about universities’ current apparent capabilities to respond fully, creatively and adaptively to the potential benefits that IT might bring to teaching, learning and research in higher education.

An Incrementalist View of Proposed Uses of Information Technology in Higher Education

An Incrementalist View of Proposed Uses of Information Technology in Higher Education

What is truly important about information technology in higher education

THIS PAPER ADDRESSES the issues involved in using instructional technology in the classroom. How appropriate is it for an instructor to be immersed in technology as opposed to other aspects of the teaching and learning paradigm? As multimedia presentations become more ubiquitous, should instructors be cautious about turning the classroom into a theater? The tension between substance and display peak with the use of technology in higher education. How that tension is resolved is a central issue in examining the actual values and disadvantages of instructional technology. One conclusion is that technology, a more familiar construct to the student than it is to the teacher, is more apt to ameliorate learning in the future than it is to enhance teaching in the present.

Great Expectations:Content, Communications, Productivity, and the Role of Information Technology in Higher Education

Great Expectations:<i>Content, Communications, Productivity, and the Role of Information Technology in Higher Education</i>

Teaching Information Technology in Higher Education through a Task‐focused Approach: initial reporting of a pilot teaching programme

ABSTRACT This paper presents details of a pedagogical model that was developed for teaching information technology (IT) to a cohort of thirty‐five students in the second year of a modular course of Initial Teacher Education (ITE). Teaching centred around a sequence of three design tasks that reflected the approach to technology education that is adopted within the National Curriculum framework in the United Kingdom. Within these tasks, students were presented with progressively more challenging strategies for using information technology. These strategies have been defined as: reflective implementation of information technology to support a task; concurrent implementation of information technology during active engagement in a task; and propositional implementation for a planned sequence of focused activity directly related to school practice. In particular, the paper presents details of the following aspects of this work: the features and relative success of the profiling and assessment scheme utilised f...

101 success stories of information technology in higher education: The Joe Wyatt challenge: ed. by Judith V. Boettcher. N.Y.: Primis (McGraw-Hill), 1993. 612p. $35 (paper) ISBN 0-390-59763-5

101 success stories of information technology in higher education: The Joe Wyatt challenge: ed. by Judith V. Boettcher. N.Y.: Primis (McGraw-Hill), 1993. 612p. $35 (paper) ISBN 0-390-59763-5

Organizing education for minorities: enhancing minority access and use of the new information technologies in higher education

Many minority students in the United States are entering higher education with less expertise and experience in using the new academic tools than majority culture students. The lack of computer competence can become an additional barrier, (in addition to the fiscal, cultural and educational barriers) to their successful pursuit and completion of an academic degree program. This paper discusses: the rapid changes which are taking place in the use of computers and related technologies in higher education institutions; the potential impact of present inequities in pre-college access and use of computers experienced by minority students, particularly Black, Hispanic and American Indian students; and strategies and recommendations to enhance the computer competence of minority students in institutions of higher education and public schools.

Blocks to the effective use of information technology in higher education

This paper reports on the outcome of a seminar addressing issues in the exploitation of IT in teaching within Universities in the U.K. The seminar brought together experts with a range of experience in the use of educational technology, and focused on educational and organisational issues rather than on technical ones. Three surveys of the views of University lecturers on the use of computers in teaching, and the associated problems, are reported, followed by discussion of educational and organisational routes to lowering some of the existing barriers to more effective applications of educational technology.

The Future of Information Technology in Higher Education: The State Perspective

The Future of Information Technology in Higher Education: The State Perspective

The Future of Information Technology in Higher Education: The Federal Perspective

The Future of Information Technology in Higher Education: The Federal Perspective

Information Technology in Higher Education: An International Conference, Glasgow, Scotland, 2 ‐ 5 September 1986

Journal of Computer Assisted LearningVolume 2, Issue 1 p. 2-2 Information Technology in Higher Education: An International Conference, Glasgow, Scotland, 2 - 5 September 1986 First published: March 1986 https://doi.org/10.1111/j.1365-2729.1986.tb00057.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume2, Issue1March 1986Pages 2-2 RelatedInformation

Resistance to innovations in information technology in higher education: A social psychological perspective

AbstractWe need strategies for introducing and nurturing innovative practices in universities. A first step is understanding the nature of resistance.