Arthur M. Recesso (amrecess@valdosta.edu)
Tue, 09 Feb 1999 09:46:14 -0600
Date: Tue, 09 Feb 1999 09:46:14 -0600 From: "Arthur M. Recesso" <amrecess@valdosta.edu> Subject: Re: IFETS-DISCUSS Digest - 7 Feb 1999 to 8 Feb 1999: Kevin Wheeler Intro
In response to Kevin Wheeler's introduction:
Welcome Kevin! I am not so sure you can divide the "non-users" of technological
conferencing into senior and junior levels. I believe there is much more to the issue
of non-use than the experience within the organization. A key point you raise though is
the question of how we engage people in "real" discussions. If we follow the history of
many innovations we can attribute diffusion to a "need" identified by the people who are
making use of it. The level of widespread use of the innovation is related to the
number of people or organizations that identified with and accepted the innovation.
Doesn't the issue of teleconference use (or online learning use for that matter) come
from a determined need by the adopter? The "real discussion" and "engagement" would
come naturally at the point where the "user" has determined an application for the
innovation.
"Are the limits in technology, i.e., the lack of =
bandwidth for good video, the keyboard which limits and slows input, and =
the lack of good voice recognition software; or are the limits in the =
human makeup?"
Bandwidth is certainly an issue, especially in schools. But I think we must make a
distinction between availability of bandwidth the ability to purchase enought of it! To
some extent there is enough bandwidth to offer teleconferencing on a single occassion
between organizations (this may not be true of many organizations connected to many
other organizations). The issue is cost for many organizations. Is it cost effective
to install a DS-3 enabling the organization to offer high-powered online
teleconferencing? The next question has to be; how often will the teleconferencing be
taking place and to what extent will it positively impact services and the bottom-line?
The other issue is training and functionality of the hardware. People need to be
comfortable and know the technology is going to work for that all important
teleconference. Otherwise they may just as well use three-way calling or email.
Are these limits cultural? Will they disappear with =
younger leaders? My research is mixed at this point.
Certainly limitations are brought on by the culture of the organization. An
organization committed to being a leader in the adoption and adaptation of technological
innovations is more likely to become engaged in something like teleconferencing or
online learning. It is not with the rise of "young" leaders that more technology will
be adopted, but more likely with the advent of "better" technology. Teleconferencing
that was available at the flick of a switch would more widely used. You could equate
this to presentation software. Presentation-type software has been around for years.
But it wasn't until a package become so easy to use...easy as the word processing
package... that people really began to utilize the technology.
Teleconferencing and online discussions have proven to advantageous in many areas;
business, higher ed classes, government, etc... But a level of critical mass will not
be reached until several items come into alignment with each other. 1) the technology
must be more readily available 2) the technology must be easier to use 3) people need to
indentify with its purpose or define their need.
The questions I raise is...what will it take for K-12 education to adopt more
teleconferencing and online learning. Obviously many schools have adopted distance
learning, but what about an online learning option?
Art Recesso
http://innovativeknowledge.com
Dr. Arthur M. Recesso
Assistant Professor
Education Center Room 150
Department of Secondary Education, Curriculum,
and Instructional Technology.
Valdosta State University
Valdosta, GA 31698
(912)259-5099
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