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David D. Gatewood, Ph.D., Dean, School of Business Sciences and School of the Arts, Irvine Valley College, Irvine, CA, USA

Technology can be a great ally for education. How big is its role in the learning process?
Given the “learning process” is anchored in experience, refection, conceptualization, and experimentation, technology
can be a great ally for gathering, processing, and conveying data into manageable and meaningful information.
Nearly half of all higher education students do not perceive their institutions using technology effectively. Do you agree or disagree? Why?
Students are familiar with Instagram and Snapchat, online shopping, smartphone banking, and Skype video-calls.
Unfortunately, many institutions are supporting “awkward” sofware interfaces for selecting classes, buying or renting
books, accessing reference materials, and interacting with faculty online. Tis will change.
Often times, higher education organizations get a bad rap for not keeping up with technology advances/equipment fast enough. Does this
really matter? Provide your thoughts.
If “keeping up” means providing technology that improves teaching and learning outcomes, preparing students on equipment for successful
transitions into careers, and supporting integrated college information systems; then, yes, it matters!

Rachel Simmons, Director Business Growth and Learning Development, Victoria University Institute of Technology, Melbourne, Australia

Technology can be a great ally for education. How big is its role in the learning process?
Technology is a critical piece of the puzzle for contemporary learning at all educational levels. Our students expect
fexible learning that provides them with the opportunity to learn at their own pace, in their own time, and in a location
that is convenient for them. Well-designed eLearning can provide learners with a wealth of information (at the right
time), as well as access to sophisticated peer-to-peer learning networks and the ability to make contact with teaching
staf when it works best for them.
Tere are reams of research that demonstrate that most learners are most efective when learning is broken down into
manageable chunks, and that the use of technology, learning objects, and a range of multimedia are great ways to support
this. Technology can also allow learners to revisit information as many times as they need, without the stigma of feeling
like they are bothering their teacher, or the anxiety of feeling like they can’t keep up with their peers.
At Victoria University, we focus on building connections that ensure that the student is linked to content, their teacher, and other students. Tis
trilogy of connections and a well-designed approach to learner-centric communication is critical to eLearning success. Our students access content
through a range of devices, and are sophisticated users of technology. Tey have high expectations!
Technology is a tool that can support great teaching, and that can free up the teacher to spend quality time with students on inquiry, problem
solving, discussion, and assessment.
Nearly half of all higher education students do not perceive their institutions using technology effectively. Do you agree or disagree? Why?
I’m surprised that it’s only half! Fundamentally, I think that as educators we need to be aware of how our students consume information now, and
how they expect to consume information into the future. Tere will always be a place for more traditional learning and teaching methods, but just
as the projector replaced the chalkboard, I think it’s our responsibility to be up-to-date with innovations in learning and teaching, and to explore
how we might be able to make better use of technology to support our students and improve their chances of success.
Often times, higher education organizations get a bad rap for not keeping up with technology advances/equipment fast enough. Does this really matter? Provide your thoughts.
I frmly believe that innovation takes place exponentially, so if we don’t keep up with today’s advances, we will be absolutely lef behind tomorrow.
Learning advances such as simulations, gamifcation, and augmented reality seemed like science fction ten years ago… yet they are absolutely here,
and they will revolutionize the way students learn. In my previous career in the music industry I saw frsthand the impact of sticking your head
in the sand and hoping that technological change will fail or disappear. Education is at that crossroads now – we are at the pointy end of market
disruption, and it’s extremely important that good educators and educational institutes make sure we are part of the decision making with regards
to how innovation, technology, and learning intersect so that we can ensure that students are the ultimate benefciaries of educational change.

Randy Singer, Associate Dean, British Columbia Institute of Technology, Vancouver, BC, Canada
Technology can be a great ally for education. How big is its role in the learning process?
Technology’s role in learning is increasing constantly. Instructors use a variety of technologies in new ways each term to enhance
the learning experience. In particular, there is signifcant growth in enabling students to bring (and use) their own device.
Nearly half of all higher education students do not perceive their institutions using technology effectively. Do you agree or disagree? Why?
Two main reasons are driving this perception. First, facing fscal pressures institutions are squeezing another year (or
two) from existing technology before replacing it. Second, the plethora of devices students own—and would like to use at
school—outpaces institutes’ ability to service them.
Often times, higher education organizations get a bad rap for not keeping up with technology advances/equipment fast enough. Does this
really matter? Provide your thoughts.
If the bad rap is from students, it matters. If it negatively impacts learning, it matters. However, technology enables application of skills and
knowledge. Ofen competencies are mastered as efectively using older technology as with newer technology.

LEADERSHIP Vol. 21.1 Spring/Summer 2015 5

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