ABSTRACT
How can diverse educational technology needs across the various departments within a university be met? How can the faculty use distance education as an added value to augment the regular on-campus course offerings? Will there be adequate faculty member training opportunities for those interested in integrating new technologies in the classroom? What online course management system is best suited for the faculty? What faculty member and student input is available or can be gathered to find out about needs and interests regarding the use of technology in teaching and learning? These are some of the questions that emerge during large-scale technology planning initiatives. This chapter provides an expert reflection on one institution’s response to technology planning taking place at the faculty level. The author identifies an underlying barrier that can block university planning strategies, referred to as, the paradox of academia. It explores the dangerous separation between macro level (university level) and micro (faculty level) planning issues that needs to be made to better focus planning efforts on core issues at the appropriate level of application. The chapter draws on existing scholarship on Technoethics to shed additional light on the challenge of technology planning at the university level. Based on insights drawn, suggestions are made on future technology planning strategies.
