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Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed, New York University
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| formerly Journal of Research on Computing in
Education |
JRTE, Volume 33, Number 3, Spring
2001
Faculty
Involvement
in Planning for the Use and Integration of
Instructional and
Administrative Technologies
Margaret L. Rice
University of Alabama
Michael T. Miller
San Jose State University
Abstract
Colleges and universities increasingly rely on
technology
for both business and academic operations.
Technology, in
the form of hardware and software, has made higher
education
institutions more efficient and has expanded their
reach
and service areas to a global marketplace. The
concern during
this period of increasingly pervasive technology
at higher
education institutions is how to develop
appropriate and
adequate plans that maximize said technology in
both administration
and teaching. One method, used on a number of
college campuses,
involves the formation of faculty advisory groups
and, at
times, using faculty senate, forum, council, or
similar
organizations to provide opportunities for
broad-based,
inclusive decision making. The current study
provides a
report on a Delphi survey of 29 faculty senate
leaders about
how faculty should be involved in planning for the
use of
instructional and administrative technologies.
Web Resources
American universities [Online document].
(2001).
Gainesville: College of Liberal Arts &
Sciences, University
of Florida. Available: www.clas.ufl.edu/CLAS/american-universities.html.
D. G. Oblinger. (1995). Educational
alternatives based
on communication, collaboration, and computers
[Online
document]. Armonk, NY: IBM. Available: www.unc.edu/citafs/iat-archive/publications/oblinger/oblinger.html.
T. L. Russell. (1999). The "No
Significant Difference"
phenomenon. Raleigh: North Carolina
University. Available:
http://nova.teleeducation.nb.ca/nosignificantdifference/.
Contributors
Margaret Rice, PhD, is an assistant professor of
instructional
technology at the University of Alabama. Her
research focuses
on the integration of technology into K–12
classrooms
and teacher education programs.
Michael Miller, PhD, is the associate dean of
the College
of Education at San Jose University. He was
previously an
associate professor of higher education at the
University
of Alabama and has also served as the director of
the research
and development unit in Adult and Vocational
Education at
the University of Nebraska—Lincoln.
Address: Dr. Margaret L. Rice, College of
Education, University
of Alabama, Box 870302, Tuscaloosa, AL 35487; mrice@bamaed.ua.edu.
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the full article (PDF, 73 KB, PDF Instructions)
Copyright © 2001, ISTE (International Society for Technology
in Education).
All rights reserved.
| technology planning, college, Delphi study |
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