Factors Affecting the Adoption of Peer Instruction in Computing Courses

Peer Instruction (PI) as defined by Mazur, and variations on this pedagogic technique, have been in use in computing courses for about a decade. Despite dozens of educational research publications documenting positive learning effects, improved retention, student acceptance, and effectiveness for large classes; PI does not appear to be widely adopted for computing courses. This paper reports on a three-way investigation into this apparent contradiction. First, the authors reflect on their own adoption, practice, experience, and abandonment of the use of PI in computing courses. Second, we surveyed the literature regarding the use of PI in computing courses and present a summary of the research findings, variations, and extensions to PI used in computing courses. Third, a survey of computing instructors was conducted to gauge the attitude toward PI in computing courses. To add context, this report considers publications documenting usage of PI in STEM courses, and the adoption of other pedagogic techniques in computing. Particular effort was made to identify the reasons computing instructors don’t adopt PI. This report also includes advice to instructors considering adopting PI in computing courses

Planning for Success in Introducing and Embedding Technology to Enhance Learning

The authors reflect on the outcomes of recent change management projects for introducing technology into Higher Education in the UK and discuss key aspects which have led to success in the increasing use and subsequent embedding of learning technologies in the classroom. They focus on three areas where it is suggested that institutions need to ‘get it right’ in terms of justifying the expensive introduction of technology into the learning environment: the building and maintaining of the technical infrastructure; the provision of appropriate initial and continuing user support, which includes relating the use of technology to pedagogy; and the management of the impact of change on those who are faced with adapting to different ways of learning and teaching. These are mapped to a set of critical success factors by the authors. The paper investigate these firstly, via a case-study within a technology-focussed university, where its commitment to the enhancement of the student experience through using technology to support assessment and feedback mechanisms has increased. The authors explore how academics were encouraged to become further engaged within the process. Consequently, the use of technology in the classroom was no longer seen as being the preserve of a group of ‘enthusiasts’ or ‘early adopters’ but was perceived to be relevant to a wider user group. A further case-study shows how the critical success factors were applied to develop a flexible learning module within a more traditional teaching environment. This paper explores the importance of balancing underlying pedagogical approaches to the introduction of new technologies. It is proposed that while technology can be an excellent tool it should not drive the pedagogy. The aim finally is to ensure that throughout and following a period of change both academics and students can benefit from the appropriate use of technology to enhance learnin

The Long March or Bold Strokes : Comparing Strategies for Adopting EVS Learning Technology at a UK University

In recent years there has been much encouragement to investigate the use of classroom technologies to enhance the student learning experience especially in the STEM subjects but now extending across other subject areas as well. A typical classroom technology is electronic voting system (EVS) handsets which allow a lecturer to invite students to vote for their choice from a selection of given answers. Recently, a medium-size UK University has purchased over 9000 EVS handsets for use across the academic Schools as an innovative means for supporting formative and summative testing. Numerous training and support sessions have been provided to staff with the intention of supporting new and experienced users and increasing the take up by academics. As noted in earlier research reported at ECEL 2013, the student feedback was very positive for the use of EVS for formative activities, and less so, for its use in summative assessment. A recent review of the trends of EVS adoption at the University has been undertaken to inform decision-making and future use and support for the technology. One aspect of this review has considered the effectiveness of the strategies adopted by different academic Schools. EVS adoption and use across the University has been compared and placed within Rogers’ theory of the diffusion of innovation. This paper further considers a set of six different strategies adopted for EVS use by academic Schools. They have been categorised according to several variables, including their choice of speed of uptake and the number of handsets in use. The inherent strengths and possible weaknesses of the approaches adopted are considered. Among the questions raised were, does a strategy of large-scale technology adoption over a short time period indicate a greater likelihood of long term engagement and ultimate adoption of the technology? Or, does a longer elapsed time taken for a gradual purchase and adoption of EVS technology suggest a greater inclination for the embedding of technology for enhancing learning? What other success factors should be considered alongside the training and support provided for technology adoption to enhance the likelihood of long term adoption of classroom technologies? The discussion provides a comparison of six different strategies identified across the university and the rationale behind them and then proposes a set of strategy choices which can lead to a greater likelihood of successful adoption of classroom technology

Faculty Adoption of Computer Technology for Instruction in the North Carolina Community College System.

Computer technology has become an integral part of instruction at the elementary, secondary, and postsecondary levels. Some instructors have enthusiastically adopted technological innovations in their classrooms, often expending their own funds for hardware and software, while others have resisted the trend, citing a myriad of reasons for not including computer technology. Significant research on the adoption of innovations has been undertaken by Everett M. Rogers, who identified individuals on a continuum from Innovator to Laggard. Rogers’ research was used as a basis to classify full-time faculty teaching in degree programs in the North Carolina Community College System and to compare these faculty members on five demographic variables. While faculty did not differ on age, gender or race/ethnicity, they did differ regarding their years of teaching experience and highest degree attained. Faculty in the North Carolina Community College were further identified as either users or non-users of computer technology in instruction and were analyzed on the same five demographic characteristics as were evaluated with the Rogers continuum. No differences were found in any of the five categories. Faculty members who reported employing technology for instruction often utilized multiple techniques, such as e-mail contact with students, posting assignments and other information on course websites, and using course management software for recordkeeping functions. Non-users identified a number of reasons for not incorporating technology into instruction, as well as which strategies might be employed to encourage them to adopt computer technology into instruction. Faculty classified as users or non-users of computer technology in instruction identified the presence of technology change agents in their organizations, and stated that other faculty members, or the president or other members of senior administration filled these roles

EXPLORING FACULTY MEMBERS’ VIEWS ON ADOPTION OF CLOUD COMPUTING IN EDUCATION

The aim of the study is to investigate university faculty members’ views towards adoption of cloud computing in higher education. The current status of the faculty on cloud computing usage in education and regional differences were discussed. Strengths, Weaknesses, Opportunities, Threats (SWOT) and Technology, Organization, Environment (TOE) frameworks were integrated. The data was collected through an adopted questionnaire based on these frameworks and demographic information were answered by 300 faculty members from north parts of Cyprus and Iraq. This study is exploratory and causal comparative which descriptive statistics with independent t-test were used to analyse data. The results showed that faculty members agreed mostly on the opportunities which followed by awareness of potential threats and weaknesses and lastly they accept the strengths of adopting cloud computing in education. They are highly in consensus on technological availability followed by organizational aspects and lastly on environment related regulations. Regional difference exists in the sub-dimension of TOE. Faculty members from north part of Cyprus agreed more upon the relative advantage of using cloud computing as compared to their counterparts. The study brought light on the comprehension of faculty members’ views from comparative and integrated framework perspectives

Implementation of a One-to-One iPod Touch Program in a Middle School

The purpose of this study is to investigate the implementation of a whole school one-to-one iPod Touch project in a middle school in the southeastern United States. While some focused studies have been undertaken in this new field of learning, there has been little research to date that documents activity within a whole school implementation (Chen, Kao, & Sheu, 2003; Conti-Ramsden, Durkin, & Simkin, 2010). Using Rogers\u27 (1963, 2003) theory of diffusion of innovation as a lens for this research, we gathered data from observations, focus groups, and interviews. Our findings indicated that teachers focused on internet-based research activities, formative assessment, innovative practices, and remediation, but they often had difficulty finding appropriate applications. Teachers and students were both positive and critical regarding efficacy of this device in middle schools. (Contains 1 table and 1 figure.

Perceptions Among K-12 School Leaders and Classroom Educators of One-to-One Computing

The rate of adoption of 1-to-1 computing in U.S. K-12 schools does not meet the requirements of educational standards, and it is unclear why the requirements for use of digital technology inside schools have still not been met. The purpose of this qualitative case study was to analyze the thoughts of school leaders, classroom educators, and technicians about the integration of 1-to-1 computing using Rogers\u27s diffusion of innovations theory as the framework. The research questions probed leader, teacher and technician views of integrating 1-to-1 technology. Participants consisted of 1 school leader, 1 technician, and 3 classroom educators from a Georgia school who consented to be interviewed. Data were collected through a series of audio-recorded interviews. Analysis consisted of open and axial coding of the transcripts of interviews, resulting in themes addressing the research questions and supporting the framework. Results included participants indicating that 1-to-1 technology has to be useful, observable, and \u27try-able.\u27 They responded that teacher input should be used in adoption of new technology, and technology should come in a variety of forms, a 1-size-fits-all approach will not be successful. Classroom educators indicated they used peers, trying and observing a technology, and research as information sources when considering a new technology. Funding emerged as the largest barrier in adoption of 1-to-1 computing. Reported benefits included high student motivation, ability to self-pace course work, online assessments, and preparation of students for future education and employment. Positive social change may occur when decision makers use these findings to develop effective integration of one-to-one computing to positively influence instruction and learning

Technology adoption into teaching and learning by mainstream university faculty: a mixed methodology study revealing the \u27how, when, why, and why not\u27

The field of educational technology has been and continues to be an influential component within the vast array of educational strategies, pedagogies, plans, and processes designed to enhance student learning. Faculties are realizing the relevance and potential of educational technologies in their teaching and professional and personal growth. However, the distance between envisioning technological use and actual implementation is often a long, winding road for many educators. University faculty members are in the midst of a strong emphasis by various stakeholders to travel that road and to travel it with speed and accuracy. The mainstream members of tertiary level faculties encounter both obstacles and support along the road in varying degrees and proportions. The purpose of this exploratory mixed methodology study was designed to reveal the voice of those often hesitant travelers and to determine the how, when, why, and why not of their choosing to integrate technology into their teaching and learning. Data were collected through a survey administered to faculty from three academic colleges and interviews of selected survey respondents. Data were analyzed descriptively, by way of path analysis, and with the constant comparative method. This study attempted to provide insight into the processes of the adoption of innovation by mainstream faculty members, thus resulting in a Technology Integration Process Model. The results suggest that faculty members recognize potential benefits of technology in teaching and learning and that peer interactions and collegiality are significant in helping them learn new innovations and strategies. This fundamental knowledge is expected to inform the design of professional development relevant to those continuing on the journey and those who have not yet chosen to travel