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survey summary

Concerns

 Time is needed to improve skills.
TIME is mentioned often as a factor frustrating many professors (2004 survey; 2006 survey question #15, 2nd item; comment section).  64% either somewhat or fully disagreed that faculty had sufficient time to devote to improving technology skills. TIME is also mentioned in the comment section of both surveys and in various interviews (e.g., human science, fine arts). With the significant use of technology our survey revealed, it is evident dispositions toward technology integration are positive despite this limiting variable.  Survey comment - I know I could be more time efficient if I had better technology skills. BUT . . time to learn/practice those skills/initial learning with present course load, etc., is hard to find. In order to incorporated technology in new and appropriate ways involves time to plan as well as equipment that is up-to-date and working. I would really appreciate a training session on building a web site/page using Dream weaver.

More speed and wireless access is desired.
56% of faculty desire more/better wireless connections. Additional access points in the COE were requested.  Some expressed a need for high speed DSL option for home use since many are now teaching online and do research from home. These are good problems to have; it indicates faculty like technology and want more of it.

Departments request funding to equip all classrooms.
Many expressed the need for more funds to equip all classrooms and offices with the latest technology.  

Distance Education struggles to maintain quality.
Some faculty have not updated their skills or attended a training session in some time.  Some students who assist departments with technology have not attended OIT training.

More attention to field integration is recommended.
Comment from survey - Today, most public schools have computers and internet connectivity; our local schools are no different.   Yet our survey findings and interviews of  chairs and deans suggest we are not significantly utilizing technology in the field (room for improvement).  Field Placements - Our field sites need more portable equipment to facilitate student use of technology in their lesson slices, specifically, portable projectors. These projectors would also assist with the integration of Power Point presentations in student lessons as well as in student projects on site.

Faculty delineate training requests.
Request for basic training: 48.2% - Graphics/Photo editing, 41% - PDAs, 39.8% - Web page development, 38.8% - Desktop publishing, 35.8% - P2V, 32.9% - Database, 30.6% - Spreadsheets, 26.8% - Textbook Companion CD, 21,7% - Educational Software, 21.4% - Digital Cameras, 20% - Chat room or Discussion Board, 19.3% - Scanner, 19% - Grade book, 16.7% - Online Research tools, 9.5% - Presentation Software (Power Point), 7.1% - VCR/CDs,  6% - Classroom technologies and Word processing.

Request for advanced training:  41% - Web page development, 36.1% - Classroom technologies, 31% - Online Research tools, 28.6% - Presentation Software (Power Point)., 22.9% - Graphics/Photo editing, 21.2% - Spreadsheets, 20% - Desktop publishing, 17.9% - Word processing, 17.6% - Database, 14.5% - Educational Software and Scanner, 13.6% - P2V, 13.1% - MySFA, 11.8% - Chat room or Discussion Board, 10.7% - Digital Cameras, 9.8% - Textbook Companion CD, 9.5% - Grade book, 8.3% - Email, 7.2% - PDAs, 4.8% - VCR/CDs.

Training on the integration of technology was requested in the comment section of the survey.

Candidate technology proficiency should be monitored.
There appears to be a fair lack of knowledge regarding any requirement to pass some form of technology proficiency within the unit.  Several of our largest programs have long required students to complete a technology course.  It would be helpful to determine the percentage of students in the unit with this requirement and level of need. Investigation into any requirement for on-line portfolios is also needed.

Adjunct responses and needs should be investigated.
The most polarized of responses came when the participants were asked about the use of technology to monitor progress of OSP throughout the program.  Almost a third of the participants had no knowledge in this regard.  Similarly, there is a significant lack of knowledge regarding how such data are being used to improve our programs. It would seem that greater efforts would be needed to disseminate this type of information to the unit. It is possible that it is relatively new or that the number of adjuncts responding to this survey have less reason to know about this than tenured faculty.

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