For e-learning to work—indeed, e-business, e-admis-
sions, e-alumni relations and all other “e–”s as well—the
right technology needs to be in place and function
smoothly, with high levels of support. Faculty, students,
staff, administrators, and others on campus take for
granted high-speed Internet connectivity, computers in
every lab and lounge, dial-up access for off-campus con-
stituencies, a robust dot-edu Web presence, and more.
Given the complexity of the modern CIO’s role, they
shouldn’t.
As we think about the impact of e-learning at institu-
tions of higher education, the view of the CIO working to
support technology can be as insightful as that of the fac-
ulty member seeking to employ it in the classroom. The
priorities of a CIO often reflect the current uses of Internet
technologies, and the challenges that keep CIOs up at
night suggest what the future might look like.
In this chapter, Donald Spicer outlines for the reader
the key “levers” most CIOs manage as e-learning explodes
on campus. He makes clear that the backbone of a tech-
nology infrastructure consists of more than desktop com-
puters, servers, and software. It includes people, policies,
organization, and above all else, expectation setting. We
are in what many techno-visionaries and frequent com-
puter users alike consider to be the “dark ages” of IT.
Computers crash, Internet access slows, complexities in
user interface slow adoption, and the cost of IT is forcing
The Wired Tower
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