In their recent publication, Isabel Fischer and Kerry Dobbins examine the evolving landscape of management education and the challenges faced by educators in adopting transformative technologies in their teaching. Titled “Is it worth it? How paradoxical tensions of identity shape the readiness of management educators to embrace transformative technologies in their teaching,” the article was published in the Journal of Management Education.
With the rapid advancement of technology, traditional teaching methods in the field of management are becoming obsolete. Educators are facing the pressure to keep up with the ever-changing digital tools and incorporate them into their teaching to enhance the learning experience of their students. However, this transition is not without its share of struggles, as Fischer and Dobbins argue in their work.
The article delves into the paradoxical tensions of identity that management educators face when adopting transformative technologies. On one hand, they recognize the benefits of integrating technology in their teaching to enhance student engagement and learning outcomes. On the other hand, they also apprehend the potential loss of their professional identity and fear being replaced by digital tools. This brings up the question, “Is it worth it?” – a question that many educators grapple with as they navigate through this technological shift.
Faced with the daunting task of balancing their professional identity with the need for technological adoption, management educators may be hesitant to embrace transformative technologies. This resistance to change is not uncommon in any field, but it poses a significant challenge for the management education sector, where staying relevant and adapting to new methods is vital.
However, Fischer and Dobbins counter this fear by arguing that technology should not be viewed as a replacement for educators, but as a complementary tool that can enhance their teaching and student learning. It is not about losing one’s identity, but about embracing a new identity that includes technology as a crucial aspect of modern education.
The authors suggest that management educators need to be open to changing their approach and adapting to new technologies. This also involves a change in mindset – from the traditional view of technology as a separate entity to an integrated and essential element of teaching and learning. By acknowledging the potential of technology to augment their teaching and responding positively to the challenge, educators can overcome the paradoxical tensions of identity and embrace transformative technologies.
One way to do this is by continuously upgrading one’s skills and knowledge about technology. Fischer and Dobbins recommend that educators invest in their professional development and participate in training programs to equip themselves with the necessary skills to effectively incorporate technology in their teaching. By doing so, not only do educators increase their digital literacy, but they also become more confident and comfortable with using technology in their teaching.
The article also highlights the importance of collaboration and support within the academic community. Educators should seek out colleagues who have successfully integrated technology in their teaching and learn from their experiences. By supporting each other, educators can overcome the fear of losing their professional identity and instead see technology as a tool that can enrich their teaching methods.
Another significant aspect discussed in the article is the role of institutions in facilitating the integration of technology in management education. Institutions need to provide the necessary resources and training to their faculty to encourage the use of technology in the classroom. Moreover, they also need to promote a culture of innovation and experimentation, where educators can explore and embrace new technologies without fear of failure.
Contrary to popular belief, the incorporation of technology does not necessarily mean a complete overhaul of teaching methods. It could be as simple as using digital tools to enhance student engagement or as complex as incorporating online learning platforms. Whether big or small, incorporating technology in teaching can lead to significant improvements in student learning outcomes and prepare them for the digitalized workforce they will enter post-graduation.
In conclusion, Fischer and Dobbins’ work sheds light on the challenges faced by management educators in adopting transformative technologies in their teaching. It also provides insights into the potential benefits of embracing technology in the classroom and encourages educators to overcome the paradoxical tensions of identity. With an open and innovative mindset, continuous professional development, and institutional support, management educators can embrace technology and enhance the learning experience of their students. It may be a challenging journey, but the rewards are undoubtedly worth it.
