Adoption and Diffusion of Technology
In the past weeks, I have considered some issues within my subject area concerning adoption and diffusion of technology in our pedagogy. I am contemplating what technologies and uses of technology have been embraced, and which have not been adopted. After reading Understanding technology adoption: Theory and future directions for informal learning by E.T. Straub, I have also been inspired by Roger's Innovation Diffusion Theory. "In IDT, the adoption process is inseparable from the diffusion process. Diffusion is composed of individual adoptions. Diffusion describes the adoption process across a population over time." (Straub 2009, p. 630) Straub also says, "The strength of Rogers’s theory is in the broad foundation it provides to understand the factors that influence the choices an individual makes about an innovation. It is the basis for understanding adoption." (Straub 2009, p. 630)When considering adoption and diffusion, Rogers looks at:
1. The Innovation
2. The Communication Channels
3. The Social System
4. The Time
An Example of Adoption at IU: Blogging
The following is an example of an adoption within higher education recording arts pedagogy. From a personal stance, I have noticed that blogging for reflection is becoming more popular in our field. Though this instructional method for reflection has been used in many other subject areas and grade levels, it has not been implemented into recording arts. However, with the growing acceptance of the community and the administration, professors are becoming motivated to try it. Our department will now engage students to blog about their production experiences. This motivate them to create effective documentation and use clear communication regarding technological and musical subject matter. A very strong model for production blogging is from "the daily adventures of mixer man".
This online diary of a recording engineer began in 2002 and may be accessed at: http://www.mixerman.net/diaries1.php. Recording engineers all over the world felt a catharsis reading his journal, and my own professors in school encouraged me to read these entries. Similarly, for educational purposes, our department is asking students to blog on wordpress about their production experiences with their assigned major ensemble.
Here is an example of that blog:
This demonstrates how an innovation with: (a) advantageous trialability and high compatibility, (b) wide communication through mass media and via individual-to-individual, (c) accepting work environments could be adopted and diffused in time.
Probable Hindrances to Adoption in Higher Education
I believe one major deterrent to the adoption of new technologies is the lack of time allowed to acquire the skills to use innovations with students. Instructors want to appear competent in front of their students, and seamless presentation and usage is key to this. With ever-changing course content and larger class sizes, it can be difficult to learn the most effective manner to implement the innovation.Not only must teachers learn how to use the technology, but they must decide how to teach with it! In the paper, "Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect", Peggy A. Ertmer and Anne T. Ottenbreit-Leftwich state: "because “innovation and adaptation are costly in terms of the time needed to develop and establish new practices” (Hennessey,
Ruthven, & Brindley, 2005, p. 162), we need to assure that teachers are given adequate time to make these desired changes."(p.262)
I agree with this, as administrative allowances for time to effectively craft innovations with instruction would motivate instructors' usage and engender confidence.
What Can We Do To Motivate Change and Implementation?
Ely (1999) states there are 8 factors that contribute to implementation:
1. Dissatisfaction with the status quo
2. Knowledge and skills exist
3. Availability of resources
4. Availability of time
5. Rewards/incentives
6. Participation
7. Commitment
8. Leadership
Ely and Surry recommend that to use the eight conditions to foster implementation and institutionalization, we must "use the conditions for an implementation analysis" and "develop an organizational culture that includes all eight conditions in an ongoing, holistic, systematic way."(Surry & Ely, Chapter 11, p. 109)
I agree that effective implementation should be carefully motivated and executed with the 8 factors above in mind. For example, using iPads not only for delivering instruction, but simultaneously for manipulating classroom materials is an excellent innovation. This device allows multiple students to use a single console, solving an older problem of teaching and observation space on expensive equipment. The knowledge and skills to use these devices is becoming more accessible, the rewards for using this equipment is obtaining the desirable device, and many sound engineers are participating in iPad professional applications.
Below is a link to an article in favor if this innovation from GIZMODO:
http://gizmodo.com/5879606/mackies-ipad-controlled-mixer-lets-sound-techs-escape-the-booth
There are many professional and private videos which teach engineers how to use iPads with varying consoles. See the sample below:
There are also many videos to suggest other iPad sound production applications:
From these examples, we can see the resources exist to implement this particular innovation. With administrative support to allow for appropriate time for instructor mastery, provide leadership, and motivate commitment, the use shall continue and flourish!
To wrap up, I acknowledge there are many reasons adoption and diffusion succeed or fail in higher education. I have a strong interest in how music industry programs are motivating adoption and what innovations current collegiate programs find valuable. If you are reading this and would like to comment about a current technology adoption in music industry studies (including recording arts), please post!
Thanks so much for reading!
I love this quote: " I think the alternate verbiage emphasizes the use of technology as an instructional tool which supports pedagogy rather than an asset that may be inserted for any use in an instructional environment." Very insightful.
ReplyDelete"Though this instructional method for reflection has been used in many other subject areas and grade levels, it has not been implemented into recording arts." Why do you think blogging is a particularly effective reflection tool for your field? How can it be used well? What pedagogical stance does it align with (or in other words, why would you choose it)?
You state that “Not only must teachers learn how to use the technology, but they must decide how to teach with it!” How would you help your field do this, or even higher education in general? Is this a problem all institutions have, or just ours?
I enjoyed the example of mixerman and its implications for your field and the teaching of your field. Based on my understanding, it seems that since your field is practically oriented, it’s important to remain as authentic as possible and design assignments that will be relevant and meaningful to furthering practice of the students in the real world. Do people in the recording arts industry value blogs? Do you ever read them? How do they progress your field or your knowledge if so? What’s in it for the blogger?
So with blogging as the example for innovation, how would you get your colleagues to adopt? What would it take?
Hi Dr. Leftwich,
ReplyDeleteThanks for the reply! I think blogging is great for reflecting in media arts related content because that is an accepted way professionals are using to communicate now in the field regarding experiences with equipment, facilities, and artists. If students in the content area begin reflecting in a manner that will encourage them to openly communicate in the future, they are more likely to continue the behavior. Also, by requiring them to reflect, hey are more likely to retain the information for later so that the learning from the experience is not lost in the shuffle of a busy production week.
In reference to your next question about motivating instructors to teach with technology, I believe that the problem exists at differing levels for different reasons all over. Here, in my department, I believe that the administration that supports our field could do more to motivate and facilitate technology integration. Though technology is being supplied, there is limited access to professional training to implement this into instruction.
Finally, I agree that the recording arts field is practically-oriented. Many of our students begin working professionally with the knowledge they gain here in their first year of study. There is little time for extra assignments, and time taken for reflection is often seen as cumbersome (by students). However, I believe that implementing a graded assignment for reflection, they will be motivated to document their processes for production, their problems with the content, and how they solved those problems. Further, by making their writing public, they will be motivated to generate quality, professional writing that they would be proud to share with the world. The recording arts field values blogs and discussion boards because they are used not only as a cost-efficient promotional tool, but they help us solve issues with our equipment quickly. I just fixed an old, obscure record player myself via the instructions provided in a forum from someone with the same problem! Our field has only 1 academic/professional journal solely dedicated to audio engineers, and with limited instructional resources, I often use blogs, boards, and magazines to learn new recording techniques.
Thanks for reading, I hope i have answered all of your questions!
Best,
Fallon