The extensive application of information technologies has provoked other problems as well. There is evidence, too, of increased physical and psychological stress, social isolation, less time and opportunity for personal interaction and complaints of feeling either over-connected or disconnected, he said. He noted that researchers have found that although email and the Internet provide for more social relationships, they're also more shallow. They're under intense pressure to keep up with their competitors, reduce costs and implement instructional technologies that improve teaching and learning methods. Because there is a lack of conclusive evidence that much of this instructional material is academically effective, however, academic leaders don't know who or what to trust.
Institutional paranoia is common.
As a result, college administrators might maintain tight control over the planning, distribution and implementation of new technologies, which he says is usually a mistake. This, he said, often has gummed up the best-laid administrative plans. We've found that they bring important, unique and necessary perspectives to the discussions of how to fold new technologies into the teaching process. For this reason alone it is most unwise to cut them out. In his work with hundreds of institutions, Gilbert said he has nearly always found the need for a forum where members of the university community can discuss these issues openly.