Open AccessIssues And Challenges Of Instructional Technology Specialists In Alberta Colleges
Author(s) -
Margaret Spence,
Margaret Haughey
Publication year - 2005
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t21w21
Subject(s) - variety (cybernetics) , technology integration , educational technology , currency , information technology , medical education , work (physics) , information and communications technology , faculty development , instructional technology , instructional design , pedagogy , professional development , psychology , public relations , sociology , engineering , political science , computer science , medicine , economics , mechanical engineering , artificial intelligence , law , monetary economics
Under pressure to become more cost effective and competitive in the delivery of educational courses and programs, Alberta colleges have identified the integration of communication and information technologies as an appropriate response to these fiscal demands. This requires highly skilled computer and communication technologists who are both technology specialists and pedagogical experts. Twenty-eight Instructional Technology Specialists at fourteen Alberta colleges responded to a written survey. Follow-up interviews were held with seven respondents. Respondents perceived the college’s administration as lacking understanding of the implications of integrating technology into teaching and uncertain about ongoing funding for projects. As Instructional Technology Specialists they brought a variety of backgrounds and experiences to their work. They provided a broad range of services and maintained currency through ongoing formal and informal professional development. For these IT Specialists, their concerns are about growth and a better balance between the technical and pedagogical aspects of technology.