Disrupting the College Classroom Experience: Avoiding Technology Pitfalls

Introduction

The educational landscape is constantly changing and evolving. Dennis (2018) stated that “while the traditional university is still indispensable, technology and innovation are disrupting the status quo” (p. 3). Subhash and Cudney (2018) further indicated that technology has shifted traditional classroom approaches that were lecture-based to reflecting digital learning environments. Institutions should consider that the technology itself may not be disruptive but how it is implemented or utilized within the classroom. There are many advantages associated with using technology in college settings. In fact, Englund et al. (2016) postulated that advances in educational technology over the past 25 years have the potential to revolutionize teaching and learning. Advancements in technology have driven globalization and digital transformation, resulting in the faculty’s roles evolving to guide students in the development of the necessary skills needed to succeed in technologically-driven workplaces. Online resources are easily accessible, further advancing the adoption of technology in higher education resulting in faculty having access to a wider range of learning materials. Yet, as postulated by Smith et al. (2018), educators may feel intimidated to integrate technologies they do not fully grasp (e.g., artificial intelligence, virtual reality). Additionally, faculty may perceive technology as disruptive because students may utilize it to engage in multitasking and off-task learning behaviors (Flanigan & Babchuk, 2020).

Schindler et al. (2017) contended that the integration of technology in higher education is not a new challenge for faculty. However, continual advancements in technology-enhanced learning have resulted in faculty needing to understand how to most effectively utilize electronic resources to enhance student engagement and avoid disruptive off-task classroom activities. The transition into adopting these emerging technologies can be difficult. Flavin and Quintero (2018) suggested “there is an institutional willingness to embrace sustaining innovation and efficiency innovation but a disinclination to engage with disruptive innovation” (p. 10). Promoting the integration of supportive technologies that aid learning is imperative to avoid disruptions and to provide opportunities focused on the endorsement of technology-enhanced environments that result in student engagement and success. Especially given that students who are more strongly engaged in their learning show higher academic performance (Shah & Barkas, 2018; Trowler, 2010).