Institutions of higher learning are increasingly using technology to aid in the learning process. However, this vital resource is prone to constant failures that slow down the learning process. In addressing this problem, Hitch (2002) and Wepner (2004), present similar and diverse ways of dealing with this predicament.
Hitch (2002, p.5, 7) argues that the first step in curbing technological disruptions is through a thorough review of the existing policies to find a loophole by comparing them with the current circumstances. Consideration of unique situations involving technology that is not guided by policies or procedures is to be made. He advocates for the building of policies based on team input and the identification of individuals who can be called at a moment’s notice to save the situation.
The author suggests the establishment of precise communication channels and processes. He argues that multiple channels of communication ensure an immediate response in an event of a catastrophic outage. In supporting standardization as a best practice to prevent technology failure, Hitch (2002, p.7) argues that standardizing all audio-visual equipment, computers, and software ensures that they are easily operated by the faculty, students, and technicians. It ensures efficiency in solving technical problems.
The author suggests the putting up of redundant equipment and backup systems of course material and grades. This, he argues, ensures a fallback option and allows maintenance operations to be done without disrupting the continuity of the services.
Lastly, Hitch (2002, p.8) says that the faculty should develop policies, procedures, and alternative strategies in cases of disruption of technology. Various guidelines are to be adhered to in response to such a situation.
In direct opposition to Hitch’s (2002) idea of enacting policies that ensure the identification of individuals who can respond quickly, Wepner (2004, p.2) claims that to assume that technical assistance will be on the way in case of a failure is a dangerous technological blunder. He says that one should ensure that all the systems are in good working condition before starting to use them.
Wepner (2004, p.4) supports Hitch’s (2002) ideas in claiming that the development of communication networks inside and outside the work environment helps in coordinating the much-needed support in times of emergency.
For the ways of handling equipment issues, Wepner (2004, p.2) contrasts the standardization idea by appealing that one must ensure that the equipment is in good working condition, have extra equipment nearby, or have adequate information on the working principles of the equipment. He argues that the adoption of standardized software ought to be after careful evaluation concerning the needs of the students and its technical aspects.
In support of having the fallback option, Wepner (2004, p.10) considers it a technological blunder to take lessons without having a “Plan B”. He calls for preparedness if things do not work out as expected. He supports Hitch’s (2002, p.4) idea of preparation by commenting that one should not take for granted that there is financial, administrative, and peer support. Assumptions should be avoided when working with technological equipment.
Wepner (2004) advocates for ample preparation time before embarking on an assignment and proper evaluation of the students’ skills before giving them an assignment. The article concludes by relaying the importance of technological failures in the learning process.
The two writers have similar and diverse viewpoints on dealing with technological failures. While all of them agree on developing adequate communication channels, having a fallback option, and proper preparation, they disagree on issues like how to respond to technical failures and ways of handling equipment issues.
Reference List
Hitch, P. L. (2002). Being Prepared for Technology Snow Days. Educause Center for Applied Research Bulletin, Vol. Issue 24, pp.1- 10.
Wepner, S.B. (2004). Technology run amok: The top ten TechnoBlunders. Reading Online, 7(6). Web.