Revisiting Web 2.0: Narrowing the Technology Adoption Gap

In my previous post, I addressed the potential of Web 2.0 technologies to become the "great equalizers" when comparing technology adoption among early adopters and laggards in higher education. A number of issues have been documented on why technology is not adopted in the classroom. Among laggards, navigating through the myriads of Web 2.0 technologies might be a forboding task. A meaningful approach to help them along would be to select classroom activities and recommend technologies that would enhance their delivery or comprehension, for example. The idea is to bridge the disconnect between technology adoption and potential benefits and at the same time, frame the rationale for making the transition to teaching with technology. The pros and cons of selecting any technology should be discussed, such as the time required to update information. In the mind of the instructor, the relationship between effort and rewards is significant in determining the extent of personal commitment to changing existing teaching practices. Another option would be to form small cohorts of like (or unlike) minds to provide peer support, and a platform for exchanging ideas on concrete practices. Instructors appreciate the opportunity to share their expertise and to learn from each other; this strategy provides such an outlet. As part of this effort, Web 2.0 technologies should be employed to communicate, collaborate and interact with the technologies directly in order to further demonstrate their potential. Modeling technology use increases the possibility of its adoption in the classroom.