This study evaluates the impact of the Communities of Practice approach on technology integration within higher education, guided by Roger’s Diffusion of Innovation theory. Based on the evaluation of a multi-phase faculty-led project, it investigates how faculty collaboration influences the integration of select emerging technologies to transform teaching-learning experiences.

Background of the Study In the rapidly evolving landscape of higher education, modern instructional technologies emerge as a pivotal force, driving creativity and innovation. The imperative for creativity, innovation, and a tech-competent workforce has urged higher education institutions (HEIs) to undergo significant digital transformation (Akour & Alenezi, 2022; Saykili, 2019). The recent pandemic-induced global shift to online spaces has helped accelerate this transformation, but at the same time revealed gaps in terms of lack of preparedness, as well as existing barriers and challenges of technology adoption (García-Morales et al., 2021; Lemoine & Richardson, 2020; Turnbull et al., 2021). As an effort to address these challenges, a public university in the southeastern US through a collaboration between the Provost’s Office and the technology-enhanced teaching and online learning unit, has launched a multi-phase project aimed at building an innovation community primarily engaging university faculty and other individuals who are involved in instruction. Utilizing Wenger’s Communities of Practice (CoPs) approach (1998), this initiative is focused on the exploration of strategies to integrate emerging learning technologies that may directly impact teaching and learning in the university. To date, the CoPs, or as labeled by the project, the “Faculty Innovation Groups,” have advanced through two phases. Phase I (Summer 2023) resulted in the selection of specific technologies of interest and the formation of five themed CoPs – XR technologies, Universal design for learning (UDL), Virtual exchange, Digital assessment, and Digital credentials. In Phase II (AY 2023-2024), these groups have undertaken pilot projects to assess the potential impacts of the technologies and faculty interests, identify best practices, and document the existing challenges in their successful adoption and integration. Each of the groups is comprised of cross-departmental faculty members and has an assigned administrative representative to lend support in designing and implementing the pilot projects. During Phase 2, these groups have actively participated in regular meetings, fostering collaboration, and systematically documenting their progress through a comprehensive evaluation structure with the help of an evaluation coordinator, ensuring accountability and timely completion of project activities. Supported by Phase 2 grants, these efforts have laid the groundwork for broader implementation and scaling in AY 2024-2025 through a Phase 3 award. Objective of the Study The purpose of this study was to investigate how this CoP approach influences technology adoption and integration at the university. Utilizing the Diffusion of Innovation (DOI) theory by Rogers (1995), this study followed a structured, theoretical framework to measure progress in the adoption of emerging technologies. The DOI theory describes the innovation-decision process where a social system (e.g., communities of practice) compares the advantages and disadvantages of a particular innovation, leading to the adoption or rejection of that innovation (Sahin, 2006). It suggests a five-stage innovation adoption process – knowledge, persuasion, decision-making, implementation, and confirmation (Rogers, 1995). While full adoption was not an expected outcome from phase 2, initial analysis of the findings reveals that the required groundwork has been laid through building a knowledge base, stakeholder engagement, and best practice sharing. Methodology This study was primarily structured around the comprehensive evaluation plan designed for this Faculty Innovation Groups project, which guided the methodology of the study to gain a comprehensive understanding of the project’s impact, and outcomes, and identified challenges in the successful adoption and integration of emerging technologies in the university. Evaluation Metrics The evaluation of the Faculty Innovation Groups project included a detailed approach to measure both process and outcome. The process evaluation examined stakeholder engagement, collaboration, challenge identification, budget utilization, and timeline adherence. Conversely, the outcome evaluation encompassed objective achievement, best practice identification, resource utilization, and development of recommendations to facilitate technology integration in the teaching-learning process of the university. The following three sets of indicators were developed to measure the progress and outcome of the project activities: 1. Overall project goals indicators: Evaluate the overall accomplishments of the whole project, such as stakeholders' engagement metrics, documentation of barriers to technology adoption and integration, documentation of lessons learned, initiatives taken for knowledge-sharing, etc. 2. Group-specific outcomes indicators: Track progress and achievements for each group, such as faculty awareness, completion of activities, documentation of reflections on the existing potentials and pitfalls, and overall reach of the project activities. 3. Innovation diffusion and adoption indicators: Based on the five stages of the DOI theory, these indicators help assess the stage of technology diffusion reached at the university at each project term's conclusion. Data collection and analysis Data collection for this study has been completed using a comprehensive approach that included semi-annual progress reports and final reports from each of the groups, and observations made during check-in meetings. The analysis, currently underway, focuses on benchmarking, quantifiable statistics, and qualitative insights for evaluating the project. Both quantitative and qualitative methods are being used to compare the planned vs. achieved activity completion rates, and overall impact on the university faculty regarding the technology adoption and integration. Findings dissemination and next steps Findings yielded from this study will be shared through comprehensive reports and peer-reviewed articles, detailing the project's progress, best practices, existing constraints, and lessons learned in technology integration at the university. These insights will help refine the existing approach and determine realistic goals with actionable strategies for the next project phases, thereby facilitating a more efficient and successful endeavor in integrating emerging technologies into the educational environment of the university. Session Plan At the session, the researchers will present major outcomes and insights obtained from the study highlighting how the CoPs have impacted the development of a nuanced understanding of technology integration within the university. The key findings including identified best practices and barriers for adoption will be shared to facilitate a discussion with the audience facing similar opportunities and challenges in their institutions. The participants will be engaged by posing questions to share the challenges they have experienced in integrating new technologies into the teaching-learning activities in their respective institutions and their interest in the technologies discussed in the presentation. References Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784 García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.616059/FULL Lemoine, P., & Richardson, M. (2020). Planning for higher education institutions: Chaos and the COVID-19 pandemic. Educational Planning, 27(3), 43–57. https://eric.ed.gov/?id=EJ1279907 Rogers, E. (1995). Diffusion of innovations. In Diffusion of innovations. Free Press. Saykili, A. (2019). Higher education in the digital age: The impact of digital connective technologies. Journal of Educational Technology and Online Learning, 2(1), 1–15. https://doi.org/10.31681/jetol.516971 Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/S10639-021-10633-W Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.