Despite research and testimony that technology is being used by more faculty, the diffusion of technological innovations for teaching and learning has not been widespread, nor has IT become deeply integrated into the curriculum. Although there are a growing number of faculty who are very enthusiastic about adopting technology because of the potential of newer tools for their students, there is still a large number of faculty who seem hesitant or reluctant to adopt technology for their teaching tasks. Given the size of investment in instructional technology in higher education, the increased demand for distance education in the future, and the demonstrated effectiveness with some educational outcomes, it seems reasonable to investigate why the integration of technology for teaching and learning is so appealing to some faculty, and not to others. The study examines the faculty perceptions about technology enabled constructivist pedagogy Vs the didactic pedagogy followed even today in most of the management education institutes. The study tries to evaluate the perception of management faculty about the impact of instructional technology tools on the teaching process, the perceived benefits and limitations of use of instructional technology tools. Also the study tries to find out that do factors such as age, experience, time for lecture preparation and academic background of the faculty members have an effect on the extent of use of instructional technology tools?
Keywords: instructional technology; technology enabled constructivist pedagogy; technology enabled teaching; effective teaching pedagogy.
Colleges and universities invest billions of dollars per year for the acquisition of computer technology [Geoghegan, 1994]. Instructional technology may support and increase the efficiency of the teaching-learning transaction or even modify educational processes, especially with regards to distance education and "anytime, anywhere" access [Daniel, 1997]. Formal evidence linking this investment to higher productivity [Schwalbe, 1996] and changes and improvements in the teaching and learning process is accumulating [Kulik & Kulik, 1980, 1987] [Ehrmann, 1995], and new research approaches and methodologies are being developed to adequately study the unique issues involved in educational technology [Bull, et al, 1994] [Clark, 1989] [Reigeluth, 1989]. In some cases, integrating technology into the teaching-learning transaction has been found to transform the teacher's role from being the traditional "sage on the stage" to also being a "guide on the side", and student roles also change from being passive receivers of content to being more active participants and partners in the learning process [Alley, 1996] [Repp, 1996] [Roblyer, Edwards, & Havriluk, 1997].
Since management education requires inputs fro the fast changing internal/global business environment, it becomes imperative for management faculty to use information instructional technology tools like business databases, statistical tools, library databases, internet, office tools, websites, online business games etc. to enhance learning outcomes. The faculty's planning of learning activities will be easier, less time consuming and expanded in scope with the availability of instructional technology and their skill in drawing from it will improve their teaching ability [Ololube 2006]. Information Technology is currently being used effectively in Management education for information access and delivery in libraries, research and development, as a communication medium, and for teaching and learning. Increased access to and use of the Internet is making a unique contribution to the teaching and learning process [Shaw, 1994] and will be an important part of future strategies to provide services to increased number of students in very diverse locations [Daniel 1997, Czerniewicz and Brown 2005].
Given the size of investment in instructional technology in education, it seems reasonable to investigate the integration of technology into teaching and learning. …