Implementing Educational Technology in Higher Education Institutions: A Review of Technologies, Stakeholder Perceptions, Frameworks and Metrics

Autor/inn/en	Chugh, Ritesh; Turnbull, Darren; Cowling, Michael A.; Vanderburg, Robert; Vanderburg, Michelle A.
Titel	Implementing Educational Technology in Higher Education Institutions: A Review of Technologies, Stakeholder Perceptions, Frameworks and Metrics
Quelle	In: Education and Information Technologies, 28 (2023) 12, S.16403-16429 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chugh, Ritesh) ORCID (Turnbull, Darren) ORCID (Cowling, Michael A.) ORCID (Vanderburg, Robert) ORCID (Vanderburg, Michelle A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11846-x
Schlagwörter	Educational Technology; Higher Education; Stakeholders; Attitudes; Technology Uses in Education; Technology Integration + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Attitude; Einstellung; Verhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In a world driven by constant change and innovation, Higher Education Institutions (HEIs) are undergoing a rapid transformation, often driven by external factors such as emerging technologies. One of the key drivers affecting the design and development of educational delivery mechanisms in HEIs is the fast pace of educational technology development which not only impacts an institution's technical capacity to infuse hardware and software solutions into existing learning infrastructure but also has implications for pedagogical practice, stakeholder acceptance of new technology, and HEI administrative structures. However, little is known about the implementation of contemporary educational technology in HEI environments, particularly as they relate to competing stakeholder perceptions of technology effectiveness in course delivery and knowledge acquisition. This review fills that gap by exploring the evidence and analyses of 46 empirical research studies focussing on technology implementation issues in a diverse range of institutional contexts, subject areas, technologies, and stakeholder profiles. This study found that the dynamic interplay of educational technology characteristics, stakeholder perceptions on the effectiveness of technology integration decisions, theoretical frameworks and models relevant to technology integration in pedagogical practices, and metrics to gauge post-implementation success are critical dimensions to creating viable pathways to effective educational technology implementation. To that end, this study proposes a framework to guide the development of sound implementation strategies that incorporates five dimensions: technology, stakeholder perceptions, academic discipline, success metrics, and theoretical frameworks. This study will benefit HEI decision-makers responsible for re-engineering complex course delivery systems to accommodate the infusion of new technologies and pedagogies in ways that will maximise their utility to students and faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01