Empowering Technological Proficiency for Academic and Creative Excellence
In the workplace, I often encounter gaps in technological knowledge which prevents a smooth processing of information. Many users struggle with software and online platforms, despite my efforts to make the process more accessible. This issue affects not only older demographics but also students.
As I tend to work in the cultural sphere in performing arts, the resistance to learning technology is not that surprising. For a creative person, technology can be a distraction, preventing sustained focus and reducing memory rentention. This can get in the way of completing important tasks and more urgent work that needs to be done. In the Hidden Brain podcast episode about Finding Focus, the guest psychologist Gloria Mark found in her research that people’s average attention on a computer screen between 2004 and 2020 had decreased from two and a half minutes to forty-five seconds. It takes 25 minutes to bring our attention back to a task after an interruption (Mark, 2024). American singer-songwriter Bob Dylan describes his view on technology as “everything’s too easy. Just one stroke of the ring finger, middle finger, one little click, that’s all it takes…It’s all too easy, too democratic. You need a solar X-ray detector just to find somebody’s heart, see if they still have one” (Slate, 2022).
Despite these challenges, ignoring this issue can lead to inequitable workloads, with technologically savvy individuals shouldering more responsibilities. Creativity should not excuse poor technological skills. To address this problem, we need a reframe the problem.
Reframing the Problem
Looking at the problem through different frames, it became clear that this issue is multi-faceted and could be approached at various angles.
Out of the brainstorming process, the challenge that I selected was one that seemed to provide a tangible opportunity to work toward a solution. How might we design a holistic plan to address technological challenges in the workplace?
Empathy mapping — who is the user?
To understand the experience of the users struggling with technology within their postsecondary environment, we want to understand the various challenges. These include a potential lack of training and knowledge. Some individuals might struggle to keep up with evolving technologies or feel overwhelmed by the quick changes in the digital world. This in turn hinders their productivity, increases their stress level, and limits their ability to collaborate effectively, leading to them to disengage with the process.
These individuals might struggle with technology, but they have a high aptitude in other areas of their life. They are crucial members in the community and have the potential to contribute greatly to the organization’s goals and successes. The technology aspect will help them perform their job efficiently, access relevant information and provide positive outcomes to many initiatives including their own creative work.
What do they need to do?
To look at what the user in this context needs to do, we must consider whether technological innovation is aligned with the institution’s direction. Indeed, the technology-driven initiative aligns with UCalgary’s first strategy in the 2023–2030 strategic plan which is to “embrace new technologies and new discoveries to support innovation in teaching and learning” (UCalgary, 2024).
Instructors need to efficiently deliver courses, provide online resources, and engage with students effectively. Students need to access educational materials, collaborate, and complete assignments. Administrative staff must streamlined processes for tasks such as admissions, registration, and communication. IT support teams need to ensure reliable infrastructure, address technical issues promptly, and provide training and support. Finally, the institution must also decide on the adoption and integration of innovative technologies, prioritizing investments in infrastructure. Success can be measured by how streamlined workflows become and whether time spent on manual tasks are reduced. Improved student engagement, higher student satisfaction, and positive feedback regarding technology-enabled teaching methods are also indicators of success. Assessment data, course evaluations, and feedback from faculty and students can be used to measure these improvements. Support and training outcomes should also result in more technical competence, which can be measured by participation rates, positive feedback on support services and self-assessment surveys.
By using these metrics, gathering ongoing feedback from stakeholders, and regularly assessing progress, the university can evaluate the success of the plan to address technological challenges. The university can also establish mechanisms for continuous improvement, adaptability, and staying informed about emerging technologies and evolving needs.
Additionally, success can be measured by the level of satisfaction expressed by faculty, staff, and students. Conducting surveys or focus groups to gather feedback on their experience and their overall satisfaction can provide valuable insights.
What do they see?
Users in a postsecondary education environment are exposed to a range of technological tools and platforms. This includes learning management systems, collaboration software, online assessment platforms, virtual reality tools, and other innovative educational technologies. Within their immediate environment, users will encounter existing technology infrastructure and resources such as computer labs, network systems, classroom technology and software applications. Users may see that their colleagues or peers, or other institutions are adopting and integrating various technologies into their teaching, learning, and administrative practices. At the same time, they might also hear about challenges faced by others such as limited training resources, technical issues, or resistance to technology adoption. Users might explore how these advancements can add to their discussions among their peers or within classrooms.
What do they say?
Those who struggle with technology may express frustration and difficulty in navigating digital tools or platforms. This would lead to being hesitant to adopt new tools or explore innovative approaches due to fear of making mistakes or not being able to keep up. Fear of failure is often a barrier to mastering a new skill. Some might also express a need for more personalized support, such as in-person training that is tailored to their needs. They may feel that the generic training guides that institutions have provided are not helpful and do not cater to different learning styles. Users might also wish to understand how technology is an advantage if they have yet to experience the benefits themselves. They might express the need for technology to be user-friendly, with intuitive interfaces, clear instructions, and accommodating different accessibility needs.
What do they do?
Some may struggle with various tasks that require technology, or they may avoid using digital tools due to difficulty or lack of understanding. They will request help from colleagues or administration, or IT support, and their productivity may be undermined by these challenges. Users may exhibit behaviors such as frustration and reluctance to embrace new technologies. They may procrastinate or avoid tasks that involve technology due to fear of making mistakes or not being able to navigate the tools effectively. They may rely heavily on traditional methods, missing out on the efficiency and productivity gains offered by technology.
What do they hear?
Discussion among colleagues and peers about technology is inevitable. Some may share success stories of how technology has improved their productivity and efficiency. Others might complain about their frustrations with specific tools or systems. Second-hand sources of information might provide ideas but could also reinforce false information without context. The postsecondary institution would provide communications to users about technological initiatives and updates. If the institutional messaging is not effectively communicated or tailored to the needs of the users, they may feel overwhelmed or disconnected.
What do they think and feel?
There are many worries and fears that people can harbour about technology. They may worry that they are being left behind, or that they are becoming less relevant in a digitally driven world. They might worry about being seen as incompetent or falling behind their colleagues and students, leading to self-doubt and frustration. Technology might feel overly complex and at times inaccurate. Even though these inaccuracies are often due to human error, this can add to the criticisms that also include a lack of an intuitive design in many digital platforms for education. Adapting to change is not easy for everyone, and users may feel inadequately supported.
These users aspire to feel confident with technology, seamlessly integrating it into their academic activities and research. This will enable them to make significant contributions in teaching and administrative roles. Empowering them will unlock new avenues for innovation, benefiting both the organization and their own creative goals.
References
Davies, T. (2016, March 16). This Googler explains how to design your time rather than manage it. Fast Company. https://www.fastcompany.com/3057847/this-googler-explains-how-to-design-your-time-rather-than-
Mark, G. (Guest). (2024, January 15). Finding Focus [Audio podcast episode]. In Hidden Brain.
Hidden Brain Media. https://hiddenbrain.org/podcast/finding-focus/
Slate, J. (2022, December 19). Bob Dylan on music’s Golden Era vs. streaming: ‘everything’s too easy’ — WSJ. The Wall Street Journal. https://www.wsj.com/articles/bob-dylan-interview- 11671471665
University of Calgary (2023). Ahead of Tomorrow: University of Calgary’s 2023–2030 Strategic Plan. https://ucalgary.ca/about/ahead-of-tomorrow
