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SURVEY RESPONSES -  SHORT ANSWER

Forty-five participants (OVER 50%) elected to respond to the short answers question concerning their subject area and what they would like to brag about concerning the use of technology in their course(s) and twenty-two participants responded to the last question concerning how technology impacts their duties at SFA.

The forty-five respondents to the first question has a breakdown as follows: EC-4 - 13, PBIC - 6, Principal – 5, Advanced ECH – 4, 4-8 – 3. The following had two participants respond to the first question: 4-8 math, 4-8 science, Reading Specialist, Visually Impaired, and Superintendent. The following had just one respondent: 4-8 Social Studies, 8-12 Life Science, EC-12 Physical Ed, and Deaf and Hard of Hearing.

Of the thirteen EC-4 respondents six identified themselves as face-to-face educators. One uses web enhanced assignments for days when they are scheduled to teach two courses at the same time. They use Discussion Board, email, and grading. Another states that quizzes can be retaken online to help student master course content; also uses web-enhanced video lectures for missed classes, and emailed reflections on weekly teaching with immediate feedback. Two others use Discussion Board assignments, and in one course students are assigned an advocacy project which requires technology in reporting. Another assigns a research report from internet sources; still another respondent states that (s)he encourages students to use technology in class presentation, to submit some assignments online, and to access class materials and reading assignments online. Other respondents who do not designate what kind of classes they teach indicate that students are required to submit all assignments completely online, and they use Chat and Discussion Board for feedback to the instructor and other classmates on a regular basis.  Many mention the use of discussion board for assignments, one states that students are required to use WebCT to access course information, assignments, exams, communication with instructor and classmates, and group projects.

Of the six PBIC Respondents, four identify themselves as Distance Ed educators. Their comments include: all assignments are submitted online via email attachment or posting on the discussion board. Feedback is provided by the professor and classmates via discussion board. Another states the online presentations are used to help each other master content. An outside Chat room visitor is invited to chat with group (expert). The two not identifying their courses as face-to-face or Distance Ed state that candidates are required to submit all assignments online. They develop web pages, use Discussion Board, participate in live Chats, and submit digital assignments. The last states that Listservs are invaluable in encouraging group interaction and use of listservs through Texas Education Agency.

Of the five Principal educators who responded to this question only one identified him or herself as a face-to-face educator; others did not mention either face-to-face or distance Ed. The face-to-face respondent states that students make presentations using Power Point and also learn to evaluate programs by disaggregating data using computer programs. Of the others, one states that students are required to locate, via the internet, scholarly articles for proposal submission; students are required to use Power Point in presenting their proposal, and digital camera is used for conference reviews. Another states that students make a CE of internet resources in the areas covered in class for future reference. Another states that students make Power Point presentations, use the web for research, and use databases and word processing for resumes and papers.

Of the four Advanced ECH, three respondents identified themselves as Distant Ed. educators; however, based on the responses, they all appear to teach Distant Ed. One states that all course materials and assignments are submitted online and that students develop and submit a virtual social studies field trip for an appropriate grade online; another states that candidates are required to submit all assignments online, and that they develop web pages, use Discussion Board, participate in live Chats, and submit digital assignments. The other two merely mention that they teach online.

All other responses to this question are very similar to the above. Examples include: students are required to do online research bi-weekly on topics, or to use a web page to develop a classroom setting, submit a case study completely online, students use TEKS on-line to develop integrated physical education and core curriculum activities, and all work is submitted electronically and classes are taught via ITV and internet.

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