18.2: Why Technology?

If technology is the answer, what is the question? The paradox of technology-enhanced education is that technology changes very rapidly and human beings very slowly. It would seem to make sense for proponents of e-learning to begin with the learners. (Bates & Poole, 2003, p. xiii)

Many institutions and organizations are embracing technology in an effort to support the transformation of how, when, and where instruction is provided, and how learning is organized within a digital environment. Educational technologies connect learners and instructors in different geographic locations, transforming the learning environment and traditional notions about instructor-led education and training. In e-learning programs learners now choose when to engage in the lesson, and from what location—home, school, work, or abroad. Digital technologies deliver lessons to learners, replacing the traditional instructor in front of a classroom. E-learning programs are used to provide self-paced, online environments that change learning from delivery of information to facilitated coaching, mentoring, and peer learning. Learning is being transformed from the “sage on the stage” model to a learner centred “guide on the side” model.

Research on the use of educational technologies indicates they can be a powerful means of transforming teaching and learning, particularly in how both are organized (Crichton & Kinsel, 2000; Dexter, Anderson & Becker, 1999) and the use of new technologies has the potential to affect teaching and learning positively (Bennett, McMillan-Culp, Honey, Tally & Spielvogel, 2000). However, the integration and use of technologies in today’s complex organizational environments demand significant change, and the literature is clear about the central role of leadership (Fullan, 1993, 2001, 2003; Leithwood & Duke, 1999; Sergiovanni, 1994, 2001; Creighton, 2003). While leadership and the management of change have been well studied and documented, little has been written about the role leaders play in the success or failure of adopting educational technologies and implementing e-learning programs.

Transformational leadership theory, first described by Burns (1978) and Bass (1985), and later elaborated on by Leithwood and colleagues (Leithwood & Riel, 2003; Leithwood & Jantzi, 2005; Silins & Mulford, 2002), lends itself to describing and understanding the processes involved in the implementation of educational technologies in e-learning environments. Leadership is a central factor in the successful use of education technologies (Creighton, 2003; Coleman, 2003; Davidson, 2003; Foster & St. Hilaire, 2003; Hughes & Zachariah, 2001; National Center for Education Statistics, 2000). Transformational leadership in this context is about deploying technologies to accomplish core organizational goals in attaining a shared vision compelling enough to transform practice. Stated another way, implementing educational technologies requires us to resolve significant instructional, pedagogical, and technological issues, all of which need to be balanced against the purposes of learning. This kind of change management requires leadership. Transformational leadership theory can offer insight into fundamental assumptions about change, control, order, organizations, and people, and provide a more useful base from which to examine leadership and e-learning program adoption.