Technology-mediated Educational Innovation Institutionalization: A Case Study (original) (raw)

American Educational Research Association (AERA) Annual Meeting 2021, 2021

Abstract

The recent pandemic emergency has brought technology to the forefront of instructional changes and innovations for online and hybrid learning in Higher Education. Universities might have gained digital resilience by the integration of technology into their programmes over the past years and it might be valuable for Universities to shift their services/operations from a blended approach to an emergency remote/hybrid one. Despite the longstanding recognition of the importance of technology for learning and teaching purposes, very little attention has been given to the technology’s impact on educational institutionalization process. This longitudinal case study examines the role of technology in the educational change before the COVID-19 pandemic to explore how possible is for a University to shift between different approaches. Research data was collected from a new international university in China with quick development and frequent changes from 2006 to 2019. We argue that teachers and students’ understanding of learning and teaching changes over time through their educational experiences mediated by the use of technology at the concrete level and the psychological level. This study proposes a new institutionalization process model and highlights a key stage, namely dual mediation, which enriches the interpretation of educational institutionalization by integrating the institutional theory and technology-mediated learning theory. The implications provide strategic guidelines for university leaders, policy makers and educators to incorporate technology more effectively and get better preparation for the dynamic uncertainties in the changing education environment.

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