Greg Boddy

Media Design Program, Information & Education Services Division
University of Newcastle

Contact: mdgab@mail.newcastle.edu.au

A small initial study (1995) aimed to find out what values, perceptions and attitudes educators from a sample tertiary faculty have towards a group of new and emerging educational technologies. The study found that the respondents were most familiar with and have useful knowledge about CD-ROM technology, and most are also familiar with video conferencing. These technologies were seen as the most potentially useful. Lack of knowledge, display/delivery equipment, and the time-consuming nature of making such educational material were the major barriers which hinder their use of them.

A report presenting the results of this study has been published in Higher Education Research & Development, Vol.16, No.3 (October 1997). The study is now being re-oriented and expanded in depth across a single university, using case study and interview methodologies. It will focus more on the role of educators in relation to technology, teaching and learning, and is driven by such questions as -

What do academics think constitutes "technology" in their practice? What do they include in their definition of "technology"? Do they view educational technology as being exclusively that which is new and highly complex? Do they feel that newer technologies are only applicable to their "innovating colleagues" and not for them? How does educational technology (by their definitions) actually relate to their educational practice of teaching and learning? In what ways do tertiary educators feel their role is changing as a result of the impact of technologies?