Perspectives on academic staff involvement in the acquisition and implementation of educational technologies
Journal article, Peer reviewed
This is an author's accepted manuscript of an article published in habib, l. & johannesen, m. (2014). perspectives on academic staff involvement in the acquisition and implementation of educational technologies. teaching in higher education, 19(5), 484-496. doi:10.1080/13562517.2014.880679 [copyright taylor & francis], available online at: http://www.tandfonline.com/10.1080/13562517.2014.880679.
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Original versionHabib, L. & Johannesen, M. (2014). Perspectives on academic staff involvement in the acquisition and implementation of educational technologies. Teaching in Higher Education, 19(5), 484-496. doi:10.1080/13562517.2014.880679 http://dx.doi.org/10.1080/13562517.2014.880679
This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research