INFORMATION and scientific knowledge are the most important strategic resources for human progress on the eve of the new Millennium. The new information technologies can enhance the potential of education to shape a broader future for us all. No country, even with the most advanced education system, is alone able to cope effectively with problems involved in education at the threshold of 21st century. As such every nation needs citizens who are scientifically literate, technologically competent and socially respected.
Some universities in Bangladesh have taken initiatives to produce human resources of modern scientific world. But the universities, particularly the private ones are facing problems in scientific and technological aspects on the campus due to lack of strategic plans, funds and the selection of right persons with right technology in right time. This write-up can help solve problems partially if implemented with necessary modification. These ideas have been picked up from different universities in developed and developing countries that faced similar problems 10 to 12 years ago. But those are still new to us.
In order to provide the highest quality services to campus users, the technology provider needs to make sure that it maintains a strategic technology direction, keeps abreast with industry developments and employs the selected technologies appropriately. The reason is that technology development on campus cannot be done on ad hoc basis; there must be some planning. Educational technology changes require the involvement of faculty, administration, technological support staff and students. For developing a strategic plan for technological improvements, the university authority must give much importance to (a) need analysis, (b) selling of concepts, and (c) finding and developing funding sources.
To know where we are going, we must know where we are, and how it relates to where we want to go. The problem today is that technological change is so fluid and fast paced in its development that as we are finding our place and determining where we want to go, lots of things will change by the time. It is, therefore, important to get as much feedback as possible from as many sources as we can.
A technology users' group for each university can be formed to ascertain what new technology each department has and how it is using what it has. This group should come from a wide cross-section of the university, such as faculty from the sciences and liberal arts, experts of computer labs, board members responsible for funding, staff that have contact with students on a regular basis, and students. It is important to include not only those people who are interested in technology in the classroom, but also those who have the influence to help get things done.
It is better to get a highly-placed person on the committee so that during decision-making, the committee has in the board some members who take decisions in their respective areas. The committee may even have some people who are basically against the attempts to bring more technology on the campus, but it may be better to work with them on the committee than to have them as advisors.
Selling the concepts: One of the basic concepts that the group should have is that education is a business, and as a business there is a bottom line.
The bottom line is much the same as with other businesses, that is, business should have cost-effective solution to reduce labour intensity, provide better service to the customer (student), maintain a competitive edge, and make sure that resources contribute to the success of the university.
Unfortunately, labour intensity is not reduced at the onset of a new technology in an educational setting; instead, it increases it. So it is very important that those people, who will use technology, get some practical hands-on training from the university.
People should be able to touch the technology directly. When they actually do some thing with technology, they experience it more fully, therefore learn more. The faculty must be given sufficient time to work with the new technology to the point that they are able to focus on learning content as well as focus on the technology.
This is important because questions regarding the purpose of the content of instruction still outweigh the means of delivery. However, when incorporating a new technology into educational process, the instructor must to some extent be willing to redesign their curriculum. The job of technology provider is to assist the teacher to bridge the gap between what his learning outcomes are and the new methodologies of the new technology. The concept of providing better service to the student is the cornerstone of all educational institutions. To that extent the development and use of educational technology helps to fulfil this service.
Finding and developing funding sources: To make technology worthy of implementation, there must be constant financial support and commitment. Academics and administrators involved in implementation and planning of technology in higher education need all the help they can get. We should remember that technology is a resource for teaching, learning and instruction at all levels.
What university administrators must be made to realise is that money for technology development is not a one-time proposition.
Follow-up funding is as important as the initial award. Sometimes money is available for partial start-up costs, but it is difficult to keep a steady supply to maintain the technology. Basic sources of income are university funding and students. Technology providers should keep a good working relationship with the donors on campus. All funding sources that can help technology development on campus should be addressed. Different types of programmes including workshops and seminars can assist agencies with identifying and procuring grants.
