Integrating Digital Technologies in Education: A Model for Negotiating Change and Resistance to Change

Abstract

The integration of learning technologies in educational institutions is a complex process and presents stakeholders with potential opportunities as well as significant points of resistance. Understanding this process is crucial in the age of digital education, as without the active involvement of educational managers, teacher trainers, curriculum coordinators, and administrators there is a high risk that new digital technologies will stay in the hands of a few core enthusiasts or “missioners” (Miller & Glover, 2010) and potentially marginalize nonparticipants rather than engage them in meaningful ways. There is also a danger that the technologies and the gains made from deploying these technologies may disappear again when those core enthusiasts change roles or organizations. The high turnover of trends, technologies, and ideas in information and communication technology (ICT) is one reason why they generate both excitement and skepticism in almost equal measure. Learning technologies is a constantly moving area with new applications appearing with high frequency and significant barriers to integration, both intrinsic and extrinsic, exist. The main factors in terms of instructors include “lack of confidence, lack of competence, and lack of access to resources” (Bingimlas, 2009, p. 243).