Technology & Learning
Community

From the Facilitator

October 1998

Are You Dying to Use Technology?
by Dr. Mark D. Milliron, Vice President and Chief Operating
Officer,  League for Innovation in the Community College, and Dr. Cindy L. Miles, Program Director, League for Innovation in the Community College

In community college education in America and around the world, the technology bell is tolling. The infusion of technology into every area of operation--instruction, student services, fiscal affairs, even foundation management--is forcing many educators to accept the inevitability that they are going to have to retire old ways of doing business. The onslaught of technology is also fueling difficult discussions about the nature of learning, the roles of faculty and staff, the value of a degree, and the future of community college education itself.  Processing what seems to many as the death of once comfortable ways of doing things is somber business. Indeed, if one uses the work of Elisabeth Kubler-Ross--the eminent researcher who outlined the stages people deal with as they face death and dying--as a lens through which to view today's technology transitions, we can see that dealing with this kind of change is serious.   Kubler-Ross' research found that denial, anger, bargaining, depression, and acceptance are common stages people experience as they wrestle with death and dying. She claimed that individuals do not always move sequentially through these stages, or ever progress past certain stages. However, most tend to grapple with them in some way.

As we look at today's community college technology initiatives, we can see evidence of each stage's effects in the words and deeds of our colleagues, and ourselves. Denial rings in the words, “technology's a fad,” “it's just the latest thing,” “we can wait it out.” Strategically looking the other way at data that show the utility of technology, departing meetings where it is being discussed, and pronouncing that it has little or nothing to do with “my discipline” are all telltale signs of denial. Those in the denial stages often dismiss technology advocates as inexperienced or not concerned with “quality” in education. While the most passive of these stages, denial is a difficult stage from which to birth thoughtful responses to technology in education. While few in this stage are a challenge to deal with, passive-aggressive moves to suppress technology initiatives are likely.

Anger is the stage that most commonly follows denial, as frustrated educators dreading the prospect of saying goodbye to comfortable practice lash out at those they see as responsible. Woe to the faculty member who extols the virtue of asynchronous learning in the presence of a techno-angered colleague. Rational discussion at this stage is difficult at best. The use of technology becomes an emotional issue, supported by heated arguments about the dehumanization of the academy, the lack of concern for students, or academic freedom. Those dealing with anger sometimes feel as though the aggressive advocacy of technology in education is meant to invalidate their own educational experiences. This feeling often leads to persuasive arguments about the value of putting pen to paper, of searching for books in a library, or of subjugating pressing family needs to attend college in person. Do not underestimate the amount of energy someone dealing with anger toward technology will put into his or her efforts at stopping your initiatives. Administration, faculty, and staff working through this sort of anger are often guilty of the premeditated wounding or killing of technology initiatives, eager to see them put to rest.

The inevitability of looming technology initiatives, tempered by moments of reflection or key positive events with technology, moves some to the bargaining stage. The early stages of bargaining can begin with the blessing of new technologies in the business office or student services, but heaven forbid it should move into the classroom. Later, some educators learn e-mail and use a computer to type documents, but leave the more “esoteric” efforts to others. A number of bargainers will aggressively advocate “separate but equal” policies; in effect, they would like to segregate the technology advocates to the distance learning program, or other innovative corners of the institution. Keeping technology in its place is a must. For many, bargaining is a comfortable place. Others, however, are haunted by visions of the future, no matter how brightly described by professional development groups.

Those who awaken to the realities of the work they must do to embrace technology in education may be gripped by depression. For many, classroom computers and Web-based reference materials lead to sadness, as these innovations signal an end of a “better time.” Many professionals must work through periods of depression if they are ever going to become thoughtful participants in discussions about, and able users of, technology. Sadly, many educators simply give up when confronted with this stage. A number of educators directly cite technology transitions as an impetus for retirement, for moving on to other personal and professional interests. The community college field has undoubtedly lost some powerful people to the depression stage.

Those who persevere through other stages often find technology acceptance to be energizing and revitalizing. We have heard individuals claim that their children or grandchildren were the ones who finally inspired them to work through their resistance and explore the utility of technology tools. The results of this acceptance include greater connections with students and the enjoyment of learning something new. Thankfully, many never fully lose their original skepticism about technology. They become thoughtful critics and careful adopters whose contributions are invaluable to conversations about the application of technology in community college education. They balance the unabashed advocates and keep us focused on learning and community, the ends to be served by technology. One faculty member we are aware of--who is now a power-user of technology--began his journey though the stages by throwing a PC placed on his desk out a three-story window. He now credits his struggles with accepting technology with awakening him professionally and challenging him to be a better faculty member and learner.

As we approach those “dying to use technology,” we must  resist the urge to be glib. These journeys are often quite difficult and involve a host of other deeply personal issues surrounding change and life passages. With regard to embracing technology, some will move through each of the stages described here, while others may only experience one or two. Also, we cannot assume that having everyone at the acceptance stage would be wonderful or desirable. Not only do we not have the hardware, software, and services to support such a vision, the fact is we may not have dealt with key issues thoughtfully enough to deserve such widespread acceptance.

To earn life in the world of education enabled by technology, we will have to work through these dying processes together with fortitude, patience, and care.    

© Milliron & Miles 1998

Want to comment on this article? Send email to milliron@league.org or miles@league.org