The Pandemic as a Catalyst for Technology-enabled Innovation (73044)
Session Chair: Fuan Wen
Sunday, 12 November 2023 09:30
Session: Session 1
Room: Thung Saliam
Presentation Type: Paper Presentation
This study investigates patterns of technology integration practices of post-secondary language instructors as they returned to in-person instruction after Emergency Remote Teaching (ERT), during which they had to embrace a variety of novel educational technology tools and approaches to deliver their courses remotely. By looking at whether instructors go back to their previous teaching practices, or whether their experiences with technology-mediated instruction push them towards the integration of new technologies and approaches, we can gain insights into how extraordinary events like the pandemic impact the diffusion of adoption of learning technologies.
Rogers' (2003) Diffusion of Innovation (DoI) theory has frequently been used by educational researchers to investigate technology integration dynamics (Straub, 2009). Relevant to the purpose of this study, Rogers’ (2003) DoI theory provides a framework for categorizing and describing Perceived Characteristics of Innovations (PCI): relative advantage, image, compatibility, ease of use, visibility, results, demonstrability, trialability, and voluntariness (Rogers, 2003).
Following a Mixed-Methods Sequential Explanatory Design (Ivankova et al., 2006), this study investigated technology integration practices and processes for 18 post-secondary language instructors in the United States. An initial survey to measure Rogers’ (2003) PCIs was adapted from a validated instrument designed by Moore and Benbasat (1991). Participant interviews were transcribed and analyzed utilizing thematic analysis (Braun & Clarke, 2006). Data shows that, for most of the language instructors that participated in this study, the pandemic was a deeply transformative experience. As they sought to ensure teaching continuity during ERT, they gravitated towards tools and approaches that were compatible with their student needs, had a demonstrably positive impact, and improved teaching and learning compared to their pre-pandemic situation. Engaging in these innovative practices, over time, resulted in a renewed focus on the student experience, a realignment with present-day uses of digital communication and interaction, an embracing of asynchronous interactions, and overall professional advancement for these instructors.
These findings show that the challenges associated with the pandemic brought these latent innovations to the fore, and gave educators an opportunity to innovate and grow. Investigations such as this one can deepen our understanding of what motivates language educators to innovate.
Abstract Summary
This study investigates patterns of technology integration practices of post-secondary language instructors after Emergency Remote Teaching (ERT). During the pandemic, university faculty have been forced to embrace a variety of educational technology tools in order to deliver their course remotely. Do these practices remain after the pandemic? Data shows that, for most of the language instructors that participated in this study, the pandemic was a deeply transformative experience. As they sought to ensure teaching continuity during ERT, they gravitated towards tools and approaches that were compatible with their student needs, had a demonstrably positive impact, and improved some aspect of teaching and learning compared to their pre-pandemic situation. Engaging in these innovative practices, over time, resulted in a renewed focus on the student experience, a realignment with present-day uses of digital communication and interaction, an embracing of asynchronous interactions, and overall professional advancement for these instructors.
Authors:
Luca Giupponi, Michigan State University, United States
Emily Heidrich Uebel, Michigan State University, United States
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