DOCUMENT RESUME ED 423 785 HE 031 633 AUTHOR Jacobsen, Michele TITLE Bridging the Gap between Early Adopters' and Mainstream Faculty's Use of Instructional Technology. PUB DATE 1997-08-00 NOTE 31p. PUB TYPE Information Analyses (070) Opinion Papers (120) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *College Faculty; College Instruction; *Diffusion (Communication); *Educational Technology; *Faculty Development; Higher Education; Resistance to Change; *Technological Advancement; Technological Literacy; Technology Transfer IDENTIFIERS Diffusion of Innovations Model; *Early Technology Adopters; *Rogers (Everett M) ABSTRACT This paper examines characteristics of early and later adopters of educational technology among college faculty and suggests models for encouraging wider diffusion of technology for teaching and learning. Using Rogers'(1995) theory of diffusion of innovations, the paper examines: (1) the characteristics which distinguish early adopters from others;(2) the implications of developing a long-term plan for campus-wide activities based on the characteristics of early adopters; and (3) the alternatives to such a plan. The paper finds different characteristics and roles for each of the five categories of adopters under Rogers' diffusion theory. Especially noted is the "chasm" between early adopters, who are interested in the technology itself, and later adopters, who are concerned primarily with teaching and learning and view ease of technology use as critical and want proven applications with low failure risk. Such studies suggest that case study research of individuals who are both early adopters of instructional technology and excellent teachers are needed. The paper concludes that to achieve adoption by mainstream faculty, campus-wide planning and investment in the human infrastructure is needed, including training and support which capitalizes on the opinion leadership and persuasive qualities of early adopters. (Contains 47 references.) (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Bridging the Gap Between Early Adopters' and Mainstream Faculty's Use of Instructional Technology Dr. Michele Jacobsen University of Calgary Calgary, Alberta, CANADA Abstract At this point in time, evaluation of the success of educational technology seems to depend largely on how well "early adopters" make it work for teaching and learning. This paper examines the characteristics of early adopters using Rogers (1995) diffusion of innovations theory in order to explore three questions: 1) what differentiates early adopters from others, 2) what are the implications of developing a long-term plan for campus-wide activities that is based on the characteristics of early adopters, and 3) what alternatives are there other than building from such pioneers? A number of system-wide initiatives have been implemented at various higher education institutions which provide models for encouraging wider diffusion of technology for teaching and learning, and bridging the gap between early adopter success and more mainstream adoption. Author Contact Information: Dr. Michele Jacobsen PERMISSION TO REPRODUCE AND Department of Computer Science DISSEMINATE THIS MATERIAL HAS University of Calgary BEEN GRANTED BY 2500 University Drive, NW Michele Jacobsen Calgary, Alberta, CANADA T2N 1N4 TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC) 1 dmj [email protected] Office: (403) 220 4729 Fax: (403) 284 4707 U.S. DEPARTMENT OF EDUCATION Office of Educational Research andImprovement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 6/hisdocument has been reproduced as received from the person or organization originating it. o Minor changes have been madeto improve reproduction quality. Points of view or opinions stated inthis 9 document do not necessarily represent official OERI position Or ham/. Early adopters of instructional technology Page 1 Introduction Higher education is an information intensive institution involVed in providing the changing future qualifications required by the work force and society. Universities have a responsibility to include computer knowledge, skills and literacy in some form as part of a student's education, and therefore have invested large sums of money into information technology (IT). It should be stressed that IT has no aim in itself (Bull, Dalinga-Hunter, Epelboin, Frackmann, & Jennings, 1994). It is the changing, increasing or even overwhelming role and importance of information which is the underlying and driving force for the development of IT. The advances in the supporting technology may significantly change the potential and use of information. Those involved in higher education are directing their efforts towards collecting, using, processing and delivering information. Research information is the ' raw material' and ' final product' of research processes. Research findings need to be communicated, and IT supports, influences and changes this dissemination process. Teaching and learning rely on the transfer and processing of information. IT may support and increase the efficiency of this interaction or even modify educational processes, especially with regards to distance education and "anytime, anywhere" access (Daniel, 1997). Recent estimates indicate that American colleges and universities invest billions of dollars per year acquiring IT (Geoghegan, 1994). Formal evidence linking this investment to higher productivity (Schwalbe, 1996) and changes and improvements in the teaching and learning process is accumulating (Kulik & Kulik, 1980, 1987; Ehrmann, 1995), and new research approaches and methodologies have been developed to adequately study the unique issues involved in educational technology (Clark, 1989; Reigeluth, 1989). Integrating technology into the teaching-learning transaction has been found to transform the teacher's role from being the traditional "sage on the stage" to being a "guide on the side", and student roles also change from being passive receivers of content to being more active participants and partners in the learning process (Alley, 1996; Repp, 1996; Roblyer, Edwards, & Havriluk, 1997). IT is currently being used in higher education for information access and delivery in libraries, research and development, as a medium of communication, and for teaching and learning. Increased access to 3 Early adopters of instructional technology Page 2 and use of the Internet is making a unique contribution to the teaching and learning process (Shaw, 1994) and will be an important part of future strategies to provide services to increased number of students (Daniel, 1997). However, despite research and testimony that technology is being used by more faculty, the diffusion of technological innovations for teaching and learning has not been widespread, nor has it become deeply integrated into the curriculum (Geoghegan, 1994). No more than five to ten percent of faculty utilize information technology in their teaching as anything more than a "high tech" substitute for blackboard and chalk, overhead projectors, and photocopied handouts (Reeves, 1991). Mainstream faculty seem hesitant or reluctant to adopt computer technology for their teaching tasks. The evaluation of the success of educational technology still seems to depend largely on how well "early adopters" make it work. Given the size of investment in instructional technology in higher education, the increased demand for distance education in the future, and the demonstrated effectiveness with some educational outcomes, it seems reasonable to investigate why the integration of technology for teaching and learning is so appealing to some faculty, and not to others. This first topic examined in this paper are characteristics of early adopters using Rogers' (1995) diffusion theory. Focus will be on early adopters of instructional technology in higher education and what differentiates them from mainstream faculty. Also discussed are the incentives and bathers that may impede or promote the diffusion and adoption of innovations in instructional technology. The second major topic of this paper is an examination of the implications of developing a long-term plan for campus-wide integration of technology that is based on the characteristics of early adopters. There is growing recognition of the need to provide a different support infrastructure for mainstream faculty than for early adopters of technology for teaching and learning. A number of system-wide initiatives have been implemented at various higher education institutions which provide models for encouraging wider diffusion of technology for teaching and learning, and bridging the gap between early adopter success and more mainstream adoption. Finally, this paper concludes with an examination of the alternatives to building from the successes and characteristics of early adopters. 4 Early adopters of instructional technology Page 3 What Differentiates Early Adopters From Others? Descriptions in the literature suggest that faculty who are innovators or early adopters of instructional technology for teaching and learning are intrinsically motivated, self-taught, "lone- wolves" and experimenters (Wertheimer & Zinga, 1997), who are confident and efficacious (Snelbecker, 1995), comfortable with constant change, attracted to challenge, risk takers, and excellent teachers whose use of technology