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The greatest current use of IT by academics is the extent to which electronic mail is used to communicate with
fellow staff (µ = 4.5) while the use of email to communicate with students is low (µ = 1.9). Since online
delivery of educational material is relatively new in the Faculty, the low (µ = 1.1) extent to which students
were able to access course material online was not surprising. The low extent to which lectures incorporate
use of computer presentation techniques (µ = 1.8) may be explained by the large number of small classes
compared with the more traditional large undergraduate lectures and the lack of facilities in some departments.
Written responses revealed that some staff were not aware of presentation software and when or where it could
be used. Others had not thought of communicating with students via email. This Faculty has provided email
accounts (without charge) for all of its students (approximately 4500) as one step in enabling flexible course
delivery.
Interestingly, there was support for the notion that IT would both facilitate greater interaction between students
and staff (µ = 3.6) and would enhance the teaching/learning experience (µ = 3.3). This was supported by
individual comments and was seen by some as essential modelling. In terms of the use of IT in the Faculty,
academics were aware that schools are expecting trainee teachers to be literate in the use of IT (µ = 4.8).
Regarding a list of 13 possible barriers to the implementation of IT, time and expertise involved in preparing
material for university teaching in new formats rated highest (µ = 4.0) while the perception that IT was a
threat to job security rated lowest (µ = 2.1). There was little support for the notion that computer-mediated
communications would replace face-to-face teaching (µ = 2.8). Staff expressed concerns about copyright issues
and that students without access to computers would be disadvantaged.
The training needs of staff were focused more on the use of bibliographic, electronic mail and web browsers
and less on the more traditional database, spreadsheet and word-processing software.
In general, very few respondents questioned the Faculty’s strategic plan. The major concern expressed was
that online systems should not be just word processed subject notes and communication through email and
that, the Faculty should be leaders in this endeavour, and introduce appropriate teaching and learning
strategies in the design of course materials. Responses have provided insight into the needs of the academic
staff to successfully implement the Faculty's strategic objectives.
Conclusion
The findings revealed that the present use of IT varies enormously across the Faculty. The major use of IT is
confined to word processing, and there is also extensive use of email for correspondence between staff. The
extent of IT use to this stage has been encouraged by a Faculty wide decision to provide stand alone computers
to all staff and support from an active Computer Facility. However, while there have been encouraging
developments to this stage, the move to more sophisticated use of IT in teaching, rather than simple
communication, is a larger challenge. While the Faculty has developed a Strategic Plan, more work will be
needed to implement it. The findings indicate a willingness for at least some staff to begin to use online
teaching. However, as Fullan (1987) and others have shown, there will need to be ongoing education and
personal level support in addition to facilities in order for extensive online teaching programs to be
implemented. Monitoring of these strategies will be undertaken in a further phase of this investigation. As
Awbrey has so eloquently put it, "The greatest challenge facing universities ... will be to encompass and
encourage the majority of faculty [staff] to move towards the future. Without the majority of faculty, our efforts
and broadly integrating new technologies into the curriculum will not succeed, and we will remain preaching
to the choir." (Awbrey, 1996:17).
References
Awbrey, S. (1996). Successfully Integrating New Technologies into the Higher Education Curriculum. Educational
Technology Review, Winter 1996, No. 5.
Faculty of Education. (1996). Strategic Plan (draft). The University of Melbourne: Parkville, Vic.
Fullan, M.G. (1987). Implementing Educational Change: What We Know . Paper prepared for the World Bank Seminars,
Planning for Educational Change. Mimeo.
Harasim, L. (1995). The Virtual University: New Approaches to Higher Education in the 21st Century. Pearce, In J. &
Ellis, A. (Eds.) Learning with Technology, Proceedings of the Australian Society for Computers in Higher
Education, Science Multimedia Teaching Unit, The University of Melbourne.