Learning Resources

Abstract: Educational technology units must continually monitor their strategic plans to ensure that they are aligned with the evolving realities of their institutions. Strategic dissonance occurs when previously successful strategies are no longer achieving the same results. This article uses the Virtual Retina project as an example of strategic dissonance for the Academic Technologies for Learning at the University of Alberta. A number of methods for analyzing the strategies used by educational technology units are presented. These methods provide a means for units within institutions of higher education to conduct the ongoing task of renewing their strategic plans.

Abstract: Book Review of Dancing With the Devil : Information Technology and the New Competition in Higher Education, by Richard N. Katz and Associates. Jossey-Bass Publishers, 1999. 128 pages. ISBN 07879-4695-8 (paperback).

Abstract: Book review for What Will Be: How the New World of Information Will Change Our Lives, by Micheal Dertouzos. Haper Collins, 1997. 328 pages ISBN 0-060-251479-2. Pull quotes: "We have not yet learned how to use computers very effectively." "Today, most of the Web is for sales or entertainment. Tomorrow, more of the Web will be used for work and learning around the globe."

Abstract: Examines educational practices that depend on new technologies and considers how those practices are shaping the way we think about what it means to educate. Also assesses how planning is impacted as a result. Explains how a campus might integrate new technologies into its existing modes of educational services delivery, resulting in a more comprehensive, "technologically responsive" institution.

Abstract: Book review of Building a Web-Based Education System, by Colin McCormack and David Jones. Wiley, 1997. 434 pages. ISBN 0-47119-162-0. Pull quotes: "Web-based assessments can go beyond assessment tracking and instead become an instructional component capable of contributing to student retention and understanding."

Abstract: Outlines the efforts of the Colorado Commission on Higher Education (CCHE) to implement a comprehensive statewide plan for the development of information technology in its colleges and universities. Describes the initial assessment and findings in such areas as student access, faculty and curriculum development, state financing and capital funding, K-12 partnerships, role and mission, networking, and legislative perspectives. Highlights the components of the resulting strategic vision and the eventual outcomes of the process.

Abstract: Book Review: Privacy and the Handling of Student Information in the Electronic Networked Environments of Colleges and Universities. CAUSE, 1997.52 pages

Abstract: Book Review: Mega Universities and Knowledge Media: Technology Strategies for Higher Education, by SIr John Daniel. Kogan Page Linited, 1996. 212 pages. ISBN 0-7494-2119-3.

Abstract: Over the last 15 years, an important new administrative position has emerged at hundreds of colleges and universities. Known as the chief information officer (CIO) or senior information technology executive (SITE), this important position has appeared because of the tremendous growth in the technology and telecommunications industry. In addition, the necessity to integrate new technology (the computer center) with traditional educational methods (the library), reduce costs, and manage technology growth has made the CIO/SITE a valuable institutional asset. There are three routes of entry into the CIO/SITE position. Many people come from faculty positions, where knowledge of politics, economics, and social issues in higher education is important. A few enter from industry, and others through library science. There are six models to help colleges and universities plan for the transition to high-tech higher education: (1) The CIO/SITE has almost complete control of information technologies. (2) The CIO/SITE is in charge of many, but not all, informational resources. (3) The CIO/SITE controls technological operations while traditional administrators handle nontechnical operations. (4) The librarian is the CIO/SITE if he or she knows about technology. (5) An in-house technology consultant with minor management responsiblities has control. (6) There is no CIO/SITE. As the technology revolution continues, higher education institutions will have a greater need to plan for and manage it. The CIO/SITE will not only install the information infrastructure but will have to stay informed about the tremendous amount of new technology. The CIO/SITE is a necessary member of colleges and universites.

Abstract: This is the 12th in a series of profiles documenting experiences with the use of instructional technology at two dozen colleges and universities. A look at what has been learned at these places may benefit others considering new ways to teach. This report describes how one institution has traversed successive waves of enthusiasm for various forms of instructional technology and how, in today's trouble waters, its use of technology is frankly focused toward driving down tuition and thereby attracting students.