An exploration of key factors influencing (promoting or hindering) current & future use of, with relevance to metropolitan universities

Abstract

Learning and teaching need to adapt more quickly, and perhaps more radically, to accommodate new and diverse sets of learners (Tate & Klein-Collins 2013, Cavanagh, 2013) making best use of any and all technology suited to the purpose of learning and teaching. By beginning to effectively utilise that which the digital information world now affords them, the needs of each individual student can be met with more flexibility (Boys & Ford, 2008), and perhaps the role of universities as custodians and disseminators of society's shared knowledge can be enhanced and even reinvented for a modern digital age (Lynch 2008, Katz & Gandel, 2008). The Advent of new technologies has had enormous implications for higher education, with " ... an extraordinary impact on teaching and learning, institutional management, administration ... (and) ... library services, research production and dissemination; and student life ... " meanwhile "the actual effects of these technologies" have not always measured up to their sweeping expectations (Guri-Rosenblat 2009 in Altbach et al, 2009). By researching predominant themes appearing in current literature and carrying out a pilot study of primary stakeholders from a variety of academic roles involved directly and indirectly in learning and teaching, this paper seeks to shed light on what those expectations and perceptions might be. Focusing particularly on 'technology enhanced learning' but also related technology practices, it will seek to establish what may most influence the adoption of technology into university life. Attempting to categorise key themes into a 'Problems and Benefits Hierarchy', conclusions propose new ways of providing effective e-technology training support, noting the most positive and negative forces highlighted in the study, and how to move forward with that knowledge. Focus might then be brought to bear more effectively to begin the 'paradigm shift' transformation helping to create learning and teaching fit for purpose for the 21st century (Hamalainen & Hakkinen, 2012).