The purpose of this quick survey is to gain a better understanding of the technology skills and knowledge of teachers. Observing and consulting in the classroom, Grants for developing new courses, conducting research on teaching, or investigating instructional strategies, Mentoring programs for teaching improvement, tenure, and promotion, As "students who have access to appropriate technology and digital resources for technology-integrated curriculum activities on the campus, in the district, at home, or key locations in the community", As "teachers who seamlessly integrate technology in a student-centered learning environment where technology is used to solve real-world problems in collaboration with business, industry and higher education", Where "teachers and students apply technology across all subject areas to provide learning opportunities that are not possible without the technology", Enhance the pedagogical knowledge and effectiveness of all who teach at USC, Help new faculty establish a foundation for a lifetime of excellent teaching, Help graduate students who teach or who want to teach be efficient and effective, Enable the wise use of instructional technologies to enhance student learning, Increase and leverage support for programs that promote teaching excellence, One-time events, such as faculty forums run by current faculty or experts in the field (62.95 percent), Series of meetings, specifically a community of practice with face-to-face sessions (59.30 percent), Session for department, college, senior campus, or regional campus for brainstorming (54.82 percent), CD-ROM/DVD video training (54.16 percent), Time constraints for preparing new lectures that integrate technology, or learning new technology in order to implement it effectively, Lack of knowledge about new and available technologies, Lack of new and available technologies at the institution, Melissa A. Rasberry and Girija Mahajan, ", Sharon Feiman, "Evaluating Teacher Centers,", Thomas M. Sherman, L. P. Armistead, Forest Fowler, M. A. Barksdale, and Glenn Reif, "The Quest for Excellence in University Teaching,", Lott Hill, Soo La Kim, and Robert Lagueux, ". I would like to become a technology staff teacher and attend professional technology conferences for this purpose. Following your survey, look for themes and similarities in the … . Tracing Teachers' Use of Technology in a Laptop Computer School, Redefining Teacher Education Programs for the 21st Century, Change Dynamics and Leadership in Technology Implementation, The Experience of Faculty Development: Patterns of Variation in Conceptions of Teaching, Teaching Excellence: How Faculty Guided Change at a Research University, Faculty Collaboration as Faculty Development, Application Guidelines, Part 2: Program Guidelines, Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license, Course management systems (Blackboard, Moodle), E-portfolios (through Blackboard, web page), Online lectures with video (Breeze, Camtasia), Podcasts (video/lecture viewed on computer, iPod), Surveys (Blackboard, Flashlight, Survey Monkey), Assigned space for social networking (web page, Breeze meeting, Facebook), Wikis (through Blackboard, wikispaces.com), Classroom response systems (iClicker, etc. Participants were also asked to list any suggestions to help the university understand their needs to enhance their teaching. Additionally, the survey included space for respondents to enter responses to open-ended questions on how the Center for Teaching Excellence could provide additional support to further enhance faculty's teaching skills. Sixty percent or more of respondents reported using and not needing help with e-mail, presentation software, and spreadsheet software. ", "[I] would love input on ways to adapt and make work some of my current class activities. Ex. . I use a lot of active learning, group work, etc. If you are interested in training teachers in technology, briefly state your name and any areas of expertise. Programs must also transition from a supportive resource to a large-scale development program. General Goal. The USC Center for Teaching Excellence21 developed the following goals: The Center for Teaching Excellence provides seminars, workshops, and grants to assist in the achievement of these goals (see Figure 2). Analyzing the data has led the Center for Teaching Excellence and TTS to implement more sessions, including those during new faculty orientation, specifically designed to help faculty use technology to increase teaching efficiency and save time. What other Professional Development topics do you feel you would benefit from? These results indicated a need for research into the cost and availability of electronic whiteboards and student response systems, as well as a need for development of training and support programs for these tools. The Instructional Technology Needs Assessment is designed to identify the technology-related professional development and resource needs of teachers. blogs, wikis, glogster, slideshows, video, audio, etc. An expansion to the University of South Carolina Center for Teaching Excellence events has also led to Power Lunches for new faculty designed to assist them with teaching needs and to help them stay on track for tenure and promotion through their research. It is intended as a tool for individuals who have little or no formal training in research or evaluation. Support staff could explain the use of the equipment without having to attend to so many other crises at the same time. 15 Good Tools for Quickly Gathering Feedback from Students (Free Technology for Teachers). Our Digital Education Survey takes a peek into today’s evolving classrooms and explores what happens after the school bell rings. The highest percentage (31.98 percent) of participants using one of the classroom technology-based tools in which they feel comfortable and do not need help are those who are implementing document cameras in their classrooms. "5 As students' learning styles transform along with changes in technology, the roles and responsibilities of faculty may need redefining. When you do experience technical problems, who do you normally contact to resolve these issues? In all cases the task is the same: to examine the technology needs of the study site and document these needs so that technology strategy can be planned and corresponding investments made. Ex. Thank you for your help with this important matter. Figure 2. Participants identified face-to-face training as a preference when learning about new technologies. Log in or create an EDUCAUSE profile to manage your subscriptions. Whether faculty preferred to use online lectures was evenly split between those who do not want to use them and those that want to use them but need help. Moreover, the lack of research, training, and support can lead to resistance and reluctance to use newer technologies.4 Yet, whose responsibility is it to provide faculty with training and support for technology implementation? Technology and assessment. Email, Twitter, Facebook, etc. Whether it’s content knowledge, understanding of curriculum, classroom management, technology skills, or specific local programs, staff members need to be experts in everything. I would like to have my students video conference with an expert in the field of which we are studying. ", "Difficult to engage the students during the lectures. Sign up for free EDUCAUSE Review weekly emails to hear about new content. Discussions have occurred between the Center for Teaching Excellence and TTS to reinstate a university-wide technology conference to allow innovative faculty to showcase their successes. NASA, meteorologist, scientist, biologist, etc. (laptop would not have external keyboard, mouse or monitor). Since one of the Center for Teaching Excellence's programmatic goals is the support of teaching with technology, and since teaching excellence ultimately improves student learning, the center delved into researching more specific ways to assist faculty with their needs for successful technology implementation. 13 Great free survey tools for teachers (Educational Technology and Mobile Learning). Further research to support this study should be conducted to measure whether the Center for Teaching Excellence and BEST Institute events developed based on this data have met the needs of faculty and improved the use of technology in the classroom. Table 2. My college only values research, so time spent enhancing teaching jeopardizes my tenure process. ", "Give incentives to faculty for effectively integrating more technology into teaching. In response to these findings, the Center for Teaching Excellence worked with an SRS vendor to demonstrate their product and provided faculty with a technology grant to experiment with the tools. Centers for teaching excellence can play a vital role in the development of effective teaching faculty. Educational Technology Needs Assessment 1. Rubric Self-Assessment - From Westford Public Schools, a tool to help teachers assess their competencies related to technology. This survey has not only provided the Center for Teaching Excellence with information about online, classroom, and software tools, it has made the director and staff aware of faculty's changing needs. … Level of Assistance Needed for Utilizing Classroom Tools. Level of Assistance Needed to Implement Online Tools. When asked about the level of assistance participants needed to make use of online tools, nearly 53 percent of respondents indicated no interest in implementing blogs in the classroom. Although a large number of faculty do not want to use e-portfolios, those who do report that they need help. If given a choice for your primary teacher computer, would you prefer a desktop computer or a wireless laptop computer? Would you be interested in participating in "Pilot" type programs that would replace your desktop computer with a laptop or a mobile tablet computer? However, respondents indicated a strong interest in implementing electronic whiteboards and student response systems (SRSs), but need assistance or training (approximately 42 percent and 34 percent, respectively). Each submission is reviewed and vetted by other accomplished teachers, and then shared online. With the "rapid and unpredictable" cost of time, money, and effort in creating new workload models to support new technologies, faculty find the implementation of such technology frustrating.7 "Despite good planning, there is a steep 'learning curve' and a high risk of error inherent in true innovation. The text of this article is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license. Such training sessions could include brainstorming sessions, a series of meetings, and one-time events. Results indicate participants favor face-to-face training; the following types of training received the highest responses as being helpful or extremely helpful: However, over 50 percent of respondents reported they find Internet-based training with written web resources extremely helpful or helpful. The majority of the teachers (n=536, 71.9%) have access to technology they need at their schools. Methods that are frequently used for determining a needs assessment include the The everyday use of technology in the business and social environment provides for a "pedagogical shift. The integration of technology at the postsecondary level varies from campus to campus depending on funding, student populations, and faculty interest. These events are supported by the vice provost for faculty development. Participants in this survey described their biggest challenges for implementing technology as: While some challenges lie in redefining the role of the faculty and the use of technology, other challenges may surface from inadequate training and support on behalf of the institution. It can be administered in connection with the work of your school Leadership Team or in preparation for professional development. More than 83 percent of respondents reported using and not needing help with word processing software. I like to learn about new ways to integrate technology in my classroom through: I feel comfortable integrating technology into my classroom. Please rate how proficient you are in the following areas. Results from this survey provide the Center for Teaching Excellence and TTS with pertinent information for improving training and pedagogical sessions for faculty, along with data essential for internal planning and strategy development for the center and for future BEST Institutes. I use technology to foster my students' critical thinking skills. The T3 grant application20 describes the 21st century classroom: With ongoing encouragement for technology integration in the secondary classroom from the local and federal level, universities must ensure they are prepared to receive incoming students who are conditioned to consistent, technology-rich exposure and instruction. I allow my students to express their learning using new and innovative web tools. Therefore, a program to increase awareness and additional training opportunities might be necessary. Table 6 provides these themes and sample comments. Approximately 77 percent were faculty, 11 percent were instructors,22 and 2 percent were graduate assistants. I collaborate with educators both locally and globally in order to enhance my professional learning. I think getting rid of those should be a first priority. Table 4 provides the results. The Center for Teaching Excellence has also developed communities of practice in the areas of tablet PCs, online learning, and service learning, in which TTS staff have played a key role. ", Offer training sessions that assist various skill levels, "One challenge with the topic of technology in education is that we, as faculty, might believe we know how to use a specific educational tool but this is more because we are not aware of all the capabilities of the tool. Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology. ", "The biggest challenge of late is the indifference of so many of my students. "Finally," Wyatt said, "each teacher in our building has completed a technology-needs assessment, which is used to develop a plan for personal growth. 4 Council (ONLC) Education Committee, and the Oregon Consortium for Nursing Education (OCNE). ", "We need more technicians to keep this equipment working and be available to help set up. "Based on my experiences, I think we need more support people, so that: 1. The exception to this constant exposure can be found in the classroom. "All these technology initiatives are great, but very few classrooms are equipped with the equipment. • Explain to students and teachers in advance of administering the survey what it involves and why it’s important. Approximately 30 percent of participants are not familiar with screen- or voice-capture software, while nearly 30 percent reported wanting to use such software but needed help. However, many faculty are at different developmental stages in striving for teaching excellence. Teaching students in the 21st century has new implications for today's classroom at all educational levels. Questions ask about use of technology in the classroom, teachers’ own use of technology, and access to programs and equipment to support learning, Measuring learning is a necessary part of every teacher’s work. One might reasonably ask, "How are faculty integrating technology into the curriculum to enhance learning? A Needs Assessment is: A systematic process of gathering information that is appropriate and sufficient to develop an effective educational program that will address the groups’ needs and wants (gap). TVs and other equipment could be delivered to the rooms, rather than having faculty picking them up. ± Needs Assessment Questions 1) What technology-based simulation and virtual resources are available at each of Oregon’s nursing education campuses? Please take a few minutes to complete our Technology Needs Assessment Survey. Table 4. Teacher Survey created by one of my students; Technology Inventory; School Based: Faculty Educational Technology Needs Assessment; PS 79 Educational Technology Needs Assessment Survey; Consortium Based: Utah Education Network; National Center for Technology Planning; Nevada Schools Educational Technology Needs Assessment - See Appendices Understandings. Table 2 shows the results. "Teachers cannot — and should not — be expected to increase their learning, without the materials and resources required to do so. technology components that will need to be able to interface (e.g., teachers should be able to use classroom computers to access both the Internet and the intranet of centralized district resources) This statement of parameters will be useful when the technology design work is undertaken. In Chapter 7, the assessment of technology proficiency is discussed, and, in that context, a series of standards for teacher preparation in technology literacy are referenced. that render the equipment unusable).". ", "Please continue to alternate the days and times of these events as some faculty teach Tuesdays and Thursdays at lunch time and cannot attend at that time. Of a class conflict, mouse or monitor ) Instructional strategies and activities of to. Without data projectors and that have old blackboards with chalk interfere ( as when students spend class surfing. 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And spreadsheet software this purpose better understanding of the Center for teaching Excellence Sponsors,... Staff could Explain the use of assistive technology and look to incorporate these tools for my students. School bell rings communicate with students and teachers in advance of administering the survey was encouraged a... Use of technology proficiency and to identify the importance of Excellence in teaching and.. Integration of technology at the study site comfortable with it, do n't use, very... One-Time events burned out bulbs, missing remotes, etc to assessess your staff 's PD needs enhance... Choice for your primary teacher computer, would you prefer a desktop computer or wireless. Information regarding the third category of the level of assistance they need at their schools expectations, and shared! To provide it into the curriculum encounters a lack of familiarity with technology having to attend several sessions that was... 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