In today’s rapidly evolving educational landscape, strategic thinking about pedagogy and technology integration is more important than ever, particularly in a period where GenAI and budget constraints are affecting the student learning experience. Yet, for many academics, navigating the complexities of educational technology procurement and implementation can feel like stepping into unfamiliar terrain. As someone who transitioned from a 13-year academic career into a strategic technology leadership role, I’ve lived both sides of this challenge.
This post distills insights from a recent presentation I gave on how academics can become more influential in shaping the technologies that support their teaching. It’s a call to move from reactive tech adoption to proactive, strategic partnership. You can watch the presentation here.
Understand the landscape: technology requests are not instant
One of the most common misconceptions in higher education is that technology requests can be fulfilled quickly. Academics often approach IT with urgent needs (e.g. “I need this tool integrated into Canvas for next session”) without realising that procurement, integration, and testing can take months. Aligning expectations with institutional timelines is critical. Start early and think strategically.
Influence through empathy and inquiry
Successful partnerships with IT begin with empathy. Understand the pressures IT teams face: quarterly planning cycles, competing priorities, and limited control over external vendors who are often intrinsic to this work. When you approach with a clear understanding of their context and a well-articulated case for your technology, you’re more likely to gain traction.
Ask questions. Learn the language. For example, What’s an LTI? Why does it matter to integration? These small acts of inquiry build bridges and foster mutual respect.
Build the case: pedagogy first, technology second
When evaluating a new learning tool, don’t just rely on vendor promises. Consider:
- Learners: In what ways could this enhance the student learning experience?
- Accessibility: Can all students engage equitably?
- Scalability: Could this be leveraged more broadly to support teaching and learning in other subjects?
Gather feedback from students, teachers, and support staff. If you can show that a tool solves a real problem and aligns with broader university strategy, you’re far more likely to get buy-in from senior leadership to have your technology request supported.
Know the gatekeepers and build relationships
Technology decisions are rarely made in isolation. Identify who holds influence (heads of department, IT managers, procurement leads) and build relationships. Collaboration is key.
Communicate with purpose
John Maxwell’s laws of communication offer useful guidance:
- Connect to hearts: Frame your proposal in ways that resonate with what people care about. When your message aligns with their priorities, it’s more likely to spark interest and engagement.
- See the big picture: Articulate the strategic impact of your proposal.
- Listen actively: Understand others’ perspectives and constraints.
User stories are a powerful tool here to make clear the benefits from an end user perspective. They help you communicate needs in a way that’s accessible to both educators and technologists.
User story example: screen reader accessibility in H5P activities
As a student who uses a screen reader to access digital learning content, I want H5P activities embedded in Canvas to be accessible and navigable using screen readers, so that I can engage with learning materials independently and equitably, without relying on additional support or workarounds.
Success story: AI Invigilation at UTS
A recent success story at UTS involved the ongoing pursuit of improving the student online exam experience. The continued support and refinement of an AI invigilation tool brought together teams from Examinations, Education Technology Strategy and Support, Learning Design, Information Technology, and Inclusive Practices. Working collaboratively, these groups tested the tool, advocated for enhancements, and aligned efforts to ensure it met both operational and pedagogical needs. Regular vendor engagement, clear documentation, and shared priorities led to reduced student anxiety, fewer support issues, and improved accessibility for students with diverse learning needs.
This is what strategic partnership looks like: shared goals, mutual respect, and a commitment to continuous improvement.