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A Paradigm Shift: Technology Integration for Higher Education in the New Millennium

, Arkansas Tech University, United States

AACE Review (formerly AACE Journal) Volume 1, Number 13, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


According to the 1998 National Survey of Information Technology in Higher Education, integrating technology into instruction looms as the single most important issue confronting institutional Information Technology (IT) efforts over the next 2-3 years (Green, Campus Computing, 1998). This view is reinforced by several recent studies of the faculty's use of technology in instruction, which indi-cate that many instructors do not use it in any systematic or curricular way, if at all (Caffarella, 1999; Parker, 1997; Albright, 1997; Schwieso, 1993). With National Technology Competencies being prepared for K-12 schools, it only stands to reason that technology competencies for higher education must also be implemented. But it is important to note that requiring a set of skills or technology competencies for each instructor does not insure technology will be used in the classroom or that it will be used effectively to enhance instruction. Implementing technology competencies may be a catalyst, but effective use of technology in the classroom will require a paradigm shift from "teaching" to "learning," which will require adequate training in technology and learning styles, as well as adequate technical support. Thus, it is the contention of this article that for universities to remain competitive in the new millennium, they must develop cohesive training programs with an emphasis on learning and provide ade-quate technical support that will assist faculty in integrating technology into instruction.


Rogers, D.L. (2000). A Paradigm Shift: Technology Integration for Higher Education in the New Millennium. AACE Review (formerly AACE Journal), 1(13), 19-33. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2022 from .


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