2.+Human+and+technological+resources+and+constraints

=Group 4: Page 2= = = In order to ensure the successful implementation of the educational technology intervention, the Actor-Network Theory (ANT) will be used. According to the theory, various elements or Actants are co-existing in an alliance/network so long their interests are preserved. ANT further suggests that whenever there is a new entrant in the network or any other form of change, the translator Spokesman is responsible for maintaining stability and social order in the network. The following steps outline how the theory will be applied in this context:

v **Identify participating Actors (Actants):** Students, Vice Chancellor, Dean, Head of Department, Ruling Council of the Varsity, the Learners Management Systems (LMS), and so on.

v **Translation:** The introduction of “blended system” of learning constitutes a change in the context of the Actor-Network Theory. As explained above, to effectively contain this “disturbance” or change, the interests of the various Actants must be considered. This process is usually carried out by the Translation Spokesperson(s). In this case, in order to secure the trust and co-operation of the concerned Actants (students), it is important that the Translation Spokesperson be a committee made up by representatives from various Actants groups in the alliance. The various goals and interests of the participating entities will be reviewed by the Translation Spokespersons with a view to satisfy their needs. To achieve this, the following four “moments of translation” must be identified:

v **Problematisation:** At this point, the various concerns of the participants entities are considered. In the case at hand, the following are some of the concerns to be considered:

Resistance to change Students/ Lecturers may not see the need for the change The learning styles of the students may be incompatible with the new method of teaching Fear of job security on the part of the lecturers Time/ duration of implementation of project
 * Human resources- related concerns/constraints:**

Students/ Lecturers may not be technical capable in effectively using the new systems Lack of technical capacities Availability of technical support team The availability of necessary ICT infrastructure to support the implementation of the new system. Compatibility of the new system with the existing ones across the department Availability of funds Availability and cost of the required bandwidth Availability and cost of the needed hardware and software Availability of cyber security policies and controls Licensing issues Understanding and efficient rollout of the appropriate Service Level Agreements(SLAs)
 * Technology-related concerns/constraints:**


 * Interessment:** At this point, the Translator spokespersons will negotiate with the various entities in the network. The negotiation processes are done in the hope of establishing a common sets of understandings for both the concerned students and lecturers. The negotiation is often successful if the various groups’ interests are aligned, otherwise there will be break outs that may even lead to the collapse of the network.

//**Enrolment**//**:** Having bought or won the other students/lecturers over. The network or alliance will be re-structured by re-enlisting newly convinced Actants (students and lecturers mostly)in the network, thus the alliance grows.

v //**Mobilisation**//**:** In order to effectively maintain the students/lecturers commitment to the cause of action, they (the Actants) must be continuously //mobilised,// and assured that their interests are the same as the those of the departmental or varsity management.
 * Obligatory Point of Passage (OPP):** //is// the only negotiation route for problem resolution, in this case, the use of LMS system //represents the OPP// and it must be sustained through the //four moments of Translation already discussed.//

=Double checking our progress = The Due Process Model

The Actor-Network Theory producers a lot of data which needs be translated. The Due Process Model by McMaster, Vidgen and Wastell (1998) offers a suitable solution to analyze the data. It constitutes four parts. If these four parts are not followed in the given chronological order, it will lead to the failure of the implementation of the ICT. Given the problem that students were not utilizing the LMS we analyzed where things went wrong and how we would address this problem by implementing mobile technology.

During the first phase; **perplexity**, we used a pilot study to glean why students were not using the LMS. Closed and open ended questions were used to illicit as much information from them. Various issues were raised, centering on time, and access to resources.

Next we **consulted** with others who had successfully implemented blended learning, raising the concerns of the students. Students had their own presenter at the meeting. We looked at constraints and possible solutions. During this time we reviewed the use of mobile technology as a possible solution.

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The third step entailed the creation of a **hierarchy**, of the elements of our solution. We had to check if the use of mobile technology was in-line with the Institution’s policies. Then we had to determine how mobiles would be used, looking at the functions of the mobile application.

Lastly we were depended on the student’s **acceptance** of the mobile application to entice them to use the LMS. Simultaneously we offered them the opportunity to access the LMS wherever and whenever. Students appreciated the opportunity to improve their participation on the LMS.

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