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Challenges implementing educational technologies for teaching and learning
A widely cited researcher pertaining to the implementation of new educational technologies is Donald P. Ely (Ensminger et al., 2004). Ely developed a strategy for implementing new educational technologies, comprising of eight conditions that seem to facilitate the successful implementation of new educational abilities (Ely, 1990). The conditions are dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, rewards for incentives, participation, commitment and leadership (Ely, 1999). Attempting to illustrate the challenges lecturers face implementing new educational technologies for teaching and learning, these conditions are used as a reference, with implementation indicating “ the process of introducing an innovation into an organization and fostering its use” (Ensminger et al., 2004, p. 62).
Existence of knowledge and skills
Ensminger et al. state that the existence of knowledge and skills refers to “possessing and or acquiring the needed skills and knowledge to employ the innovation” (2004, p. 64). Current feelings of self-efficacy as well as beliefs in the development of the necessary skills in terms of using the technology is also reflected by this condition (Ensminger et al., 2004). Different researchers mention the importance of training as part of the implementation of new technologies, as different skills are required from facilitators in terms of social, pedagogical and technical skills (Dede, 2004; Ely, 1990; Ely, 1999; Ensminger et al., 2004; Pajo & Wallace, 2001).
Spector (2001) asserts that too little consideration is given to the demands placed on the ability of lecturers to master the necessary knowledge and skills to effectively integrate new technologies into everyday learning and instruction. Stressing, “technology is not what learning is about … learning is fundamentally about change” (Spector, 2001).
Salmon identified key competencies needed to be a successful e-moderator:
· An understanding of the online process, including personal experience as an online learner;
· Technical skills using the software;
· Online communication skills, engaging learners;
· Content expertise;
· Personal characteristics such motivation, adaptability, sensitivity, positivity and enthusiasm (2003, pp. 54-55).
Interestingly, Salmon also mentions emotional intelligence together with resilience and interpersonal sensitivity as qualities needed, concurring with Goodyear, Salmon, Spector, Steeples and Tickner (2001) that there are few people available with these competencies and abilities.
Reporting on “an analysis of the changed environment for teachers and learners in a post-graduate coursework programme based on constructivist principles that has moved from predominantly on-campus delivery to online mode”, Bennett and Lockyer assert that online teaching involves an added layer of complexity, raising issues of training and support that must be addressed (2004, p. 242). Dede (2004) commented on the characteristics of students entering higher education, changed by the rapid advancement of information technology, putting pressure on lecturers to develop capabilities in co-design, co-instruction, guided social constructivist and situated learning pedagogies and assessment beyond tests and papers, in order to stay abreast of the changing learning styles of their students (Dede, 2004). Many lecturers may find this difficult, as they themselves need to develop “neomillenial” learning styles to persist in effective teaching as the nature of their students changes (Dede, 2004). Phelps, Graham and Kerr concur with this view, emphasizing the need for professional development focussing on lectures’ “approaches to learning, their beliefs, attitudes and metacognitive understandings” (2004, p. 50). These authors point out the necessity of facilitating lectures “to engage in self directed and lifelong computer learning” (Phelps et al., 2004, p. 50).
Emotional intelligence
Interest in emotional intelligence was aroused after Salovey and Mayer (1990) first presented the construct. The ability model of emotional intelligence centres on the skill of a person in being able to recognise emotional information and to use this information in abstract reasoning (Caruso, Mayer, & Salovey, 2002). Ciarrochi, Forgas and Mayer (2006, p. xv) note that “the concept of emotional intelligence suggests that intelligence may understand emotion, and that emotion may facilitate intelligence”.
The definition of the Mayer and Salovey (1997, p. 10) model of emotional intelligence involves the “ability to perceive, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth”. Contrary to the emotional intelligence models of Bar-On and Goleman,1 in terms of which measurement is based on self report, the model of Salovey and Mayer is an ability model. As the Mayer and Salovey EI model is the only model that tests the ability of an individual in terms of emotional intelligence skills, and not on self-report, this model was chosen for the purposes of this study.
Empirical support for the ability model of emotional intelligence is increasing and a body of knowledge on emotional intelligence is rapidly emerging (Mayer, 2006; Mayer, Salovey, & Caruso, 2004b). Various writers have commented on the possibilities of emotional intelligence: Zeidner, Matthews and Roberts (2006, p. 101) comment that emotional intelligence may indeed “contribute to handling challenging events successfully in a wide array of domains”. Mayer, Salovey, and Caruso (2000c) postulate that the concept of emotional intelligence may be useful in the study of human effectiveness and success in life and that there is scope for further studies.
Interest in emotional intelligence has increased in the last few years (Ciarrochi et al., 2006, p. xvi). Despite the importance of, and increasing interest in, little research has been done that links emotional intelligence with coping with new technologies in a blended learning environment.
Chapter 1 Orientation
1.1 Introduction
1.2 Background
1.3 Context of the study
1.4 Problem statement and rationale
1.5 Purpose and significance of the study
1.6 Research design and methodology
1.7 Limitations of the study
1.8 Self-efficacy: A concept emanating from the research findings
1.9 Potential contribution of the study
1.10 Outline and organisation of the study
Chapter 2: Review of Literature
2.1 Introduction
2.2 The emergence of emotional intelligence
2.3 The ability model of emotional intelligence
2.4 Positive emotions and emotional intelligence
2.5 Stress, appraisal and coping
2.6 Positive emotions and coping
2.7 A process model of affective response
2.8 Emotional intelligence and coping
2.9 Working assumptions
2.10 Summary
Chapter 3: Methodology
3.1 Introduction
3.2 Research question and sub-questions
3.3 Purpose
3.4 Research methodology
3.5 Data collection
3.6 Data analysis
3.7 Inference
3.8 Role as a researcher
3.9 Trustworthiness strategies
3.10 Ethical considerations
3.11 Summary
Chapter 4: Interpretation of results
4.1 Introduction
4.2 Coping strategies used by participants
4.3 Emergent themes
4.4 Emotional intelligence scores
4.5 Emotional Coping Hierarchy
Chapter 5: Trends regarding linkages between emotional intelligence and coping strategies
5.1 Introduction
5.2 Main trends
5.3 Resilience in terms of coping with new technologies
5.4 Possible linkages with emotional intelligence
5.5 Summary
Chapter 6: Conclusion and recommendations
6.1 Introduction
6.2 Overview of the study
6.3 Revisiting assumptions and research questions
6.4 Literature control of the research findings
6.5 Recommendations
6.6 Reflection
Bibliography
