"All these technology initiatives are great, but very few classrooms are equipped with the equipment. ", "[I] would love input on ways to adapt and make work some of my current class activities. I allow my students to express their learning using new and innovative web tools. Columbia College Chicago has completed this transition by providing a range of opportunities for part-time and tenure-track faculty: "Like teaching and learning centers elsewhere, our center approaches faculty development as an ongoing reflective practice for all faculty at all stages of their career, not simply as remediation for faculty in difficulty, nor reserved for faculty new to teaching. It can be delivered individually or in a group session. 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. Challenges Participants Face in Teaching, "Using the technology in the most effective ways (i.e., not just to use the technology for technology's sake, but actually improving student learning)", "Volume of information versus time to lecture; hence, how to convey and be efficient with time", "Knowing what technology is out there to use; how to use it; feeling comfortable enough to use it independently", "Lack of technology readily available in the classrooms where I teach", ". A survey of assistance needed, including support and training, resulted in suggestions for helping faculty integrate technology pedagogy. Participants identified face-to-face training as a preference when learning about new technologies. TheSchool Technology Needs Assessment (STNA, say “Stenna”) is intended to help school-level decision makers—administrators, technology facilitators, media coordinators, or technology committee members— collect data to plan and improve uses of technology in teaching and learning activities. If you are interested in training teachers in technology, briefly state your name and any areas of expertise. Many faculty (43 percent) indicated they were comfortable using the university's course management system (Blackboard), but 35 percent felt they needed help with new ideas. The majority of respondents were on the main campus as opposed to regional or other campuses. 2. Table 6 provides these themes and sample comments. So while this is all great stuff, anyone in the tenure system really should not take time to do so, or they will not get tenure. My students use the internet safely and wisely and have been taught cyber safety lessons. ", Provide more incentives (rewards/awards that recognize innovation or technology integration), Adapting teaching style to include technology, "The biggest obstacle to trying something new is needing help while you're in the process. The demands of producing research often distract faculty at research universities from improving teaching excellence.13 In response, universities have developed faculty committees, programs, or centers to improve teaching and thus more effectively improve student performance.14 Communities where faculty can share ideas and collaborate were a product of the 1970s, when universities were encouraged to create programs to improve teaching excellence.15 Such communities have evolved over time into centers for teaching excellence or a variety of teaching support areas spread throughout various units within universities. 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, ". The University of South Carolina's Center for Teaching Excellence investigated faculty's training needs in order to integrate technology into the classroom. . Approximately 43 percent of participants reported wanting to use web page design software in their teaching, but feel they need assistance. Table 2. It can be administered in connection with the work of your school Leadership Team or in preparation for professional development. Ex. Survey results show that 69% of teachers and administrators believe that differentiating and personalizing instruction to meet students’ unique needs helps to increase academic achievement. 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. I use a lot of active learning, group work, etc. 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. The BEST Institute Holds Technical and Pedagogical Sessions. 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 Table 2 shows the results. Teaching students in the 21st century has new implications for today's classroom at all educational levels. Educational Technology Needs Assessment 1. The University of South Carolina's Center for Teaching Excellence investigated faculty's training needs in order to integrate technology into the classroom. ± Needs Assessment Questions 1) What technology-based simulation and virtual resources are available at each of Oregon’s nursing education campuses? Recent studies suggest that although some schools have technology tools available to teachers, "variables such as availability of time, support, and staff development can either hinder or further the process. Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology. On behalf of PBS LearningMedia, VeraQuest conducted a survey among teachers to better understand: • The amount and type of technology platforms in America’s classrooms, including Table 3. 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. The University of South Carolina launched its Center for Teaching Excellence in 2006. 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. Figure 3. The only other demographic information gathered related to the campus on which the respondents were housed. More than 83 percent of respondents reported using and not needing help with word processing software. A center for teaching excellence can ease the transition to the 21st century classroom by responding to faculty needs. ), Screen/voice capture (Camtasia, Captivate, Jing), Session for department, college, senior campus, regional campus (brainstorming), CD-ROM/DVD training (self-paced training), One-time events (faculty forums by current faculty, experts in the field), Series of meetings (community of practice with face-to-face sessions), Streaming video (Internet-based training), Written web resources (information on Center for Teaching Excellence website), Faculty need discipline-specific assistance, "I don't need help using the technology, I need advice on how to integrate these things into a health sciences curriculum. I am aware of who to contact within the district about the use of assistive technology for at-risk students. Teacher survey questions are survey questions asked to collect information related to teachers. I am knowledgeable about assistive technology and look to incorporate these tools for my at-risk students. However, faculty may develop increased apprehension when the pressure to integrate technology within the curriculum encounters a lack of familiarity with technology. Twenty-first century learners live in an age of new technologies and information sharing. Ex. Using Testing Data for Differentiated Instruction Purposes. Approximately 59 percent recorded having no interest in using iPods with audio or similar products. ", "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. Rubric Self-Assessment - From Westford Public Schools, a tool to help teachers assess their competencies related to technology. The purpose of this quick survey is to gain a better understanding of the technology skills and knowledge of teachers. Equipment could be checked regularly and repaired (including simple things like burned out bulbs, missing remotes, etc. (laptop would not have external keyboard, mouse or monitor). … Hardware issues, software support, training needs, etc. If you offer trainings, what would be really valuable would be a person or community to call afterwards when I have problems during the semester and need rapid, short term help.". Tools that keep them engaged (such as answering questions electronically) would help, also to assess the way in which the material is delivered.". LessonCast is a website where experienced teachers submit—via PowerPoint, document, pictures, or web cam—a "lesson idea or management strategy in 2 minutes 30 seconds or less." Completion of the survey was encouraged through a variety of campus e-mail lists. It wasn't a choice, but I wanted to pick I am comfortable with it, don't use, but need ideas. How often do you use the mobile laptop carts? Teaching Tools: Surveys/Polling/Quizzes (Harvard Library). I would like to become a technology staff teacher and attend professional technology conferences for this purpose. 12 Great Formative Assessment Tools for Teachers (Educational Technology and Mobile Learning). For example, TTS helps faculty increase their awareness and understanding of podcasting through iTunes U sessions, and the Center for Teaching Excellence helps faculty understand why using podcasting may benefit students learning course content. The survey gave participants the opportunity to anonymously provide feedback on specific technologies in the following categories: Survey participants provided feedback on survey items in the above three categories using the following five-point Likert scale: 5 = I want to use, but need help; 4 = I use, but need new ideas; 3 = I use and am comfortable, and I do not need help; 2 = I don't want to use; or 1 = I don't know what this is. The everyday use of technology in the business and social environment provides for a "pedagogical shift. 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. 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. 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). Objectives . These comments were analyzed and grouped into themes. ", "I would suggest that also two teaching awards be given. ", 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. Other centers for teaching excellence could also develop their own needs assessment survey, whether based on technology or on seminars and workshops specific to their faculty's needs. NASA, meteorologist, scientist, biologist, etc. "Finally," Wyatt said, "each teacher in our building has completed a technology-needs assessment, which is used to develop a plan for personal growth. 3. The exception to this constant exposure can be found in the classroom. Ex. ", "Give incentives to faculty for effectively integrating more technology into teaching. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). Approximately 1 in 10 U.S. teachers reported a high level of need for professional development in the areas of technology for teaching and in teaching students with special needs. TVs and other equipment could be delivered to the rooms, rather than having faculty picking them up. I also would like there to be more smartboards, or at least data projectors that project onto whiteboards so that I can mark up slides. Such training sessions could include brainstorming sessions, a series of meetings, and one-time events. The University of South CarolinaCenter for Teaching Excellence surveyed faculty to obtain information about their specific needs in the areas of online, classroom, and software tools to enhance learning. 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. I use web-based tools in order to communicate with students and parents. Support staff could explain the use of the equipment without having to attend to so many other crises at the same time. Utilizing our professional development survey allows you to assessess your staff's PD needs to see what they’ve been missing. Is it faculty's responsibility to acquire the knowledge or the institution's responsibility to provide it? Teacher Technology Needs Survey Please take a few minutes to complete our Technology Needs Assessment Survey. Your honest answers will help determine future professional development opportunities for our staff. It has been said that in the 21st Century, a teacher without a website is like: - Ordering a meal in a fancy restaurant without a menu - An aquarium filled with cool-aid. The survey results have also helped stimulate conversation about involving more faculty to serve as session presenters at the Center for Teaching Excellence and during the BEST Institute. 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. However, 43 percent of the respondents reported needing assistance in learning web page design software. ", "Difficult to engage the students during the lectures. I use technology to foster my students' critical thinking skills. Looking at digital education through different lenses. As students arrive on campus, they come "with the expectation that technology will play a major role in their education, and as consumers they demand the same service quality that they demand elsewhere: lower costs, better service, higher quality, and a mix of products that satisfy their definition of a good education."3. I would like to have my students video conference with an expert in the field of which we are studying. ", "There are still classrooms on campus without data projectors and that have old blackboards with chalk. ", "We need more technicians to keep this equipment working and be available to help set up. "18, The center for teaching excellence at Columbia College Chicago emphasizes the need for faculty to utilize the center for unfamiliar territories, content, and practices.19. The technology needs assessment survey was completed by 197 respondents. About 42 percent of participants are unfamiliar with interactive pen displays. Many faculty are implementing technology in useful ways to enhance student learning, and faculty can learn from other faculty who have seen results in their own classrooms. Additionally, 28 percent of the respondents indicated they do not understand the term e-portfolio. 15 Good Tools for Quickly Gathering Feedback from Students (Free Technology for Teachers). "1 The use of faculty development programs or centers for teaching excellence as a means to train and familiarize faculty with technology can be effective in achieving 21st century 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). Do you feel our Computer Support staff assists your technology needs promptly? Log in or create an EDUCAUSE profile to manage your subscriptions. In addition, University Technology Services (UTS) at USC provides centralized and distributed computing and telecommunications for academic, research, and administrative use to support the university's mission and meet the needs of the faculty, staff, and students. If given a choice for your primary teacher computer, would you prefer a desktop computer or a wireless laptop computer? Table 4 provides the results. Accompanying these implications are expectations that faculty must engage students through instructional strategies and activities of value to students. Additionally, we recommend conducting research on the departmental, unit, and administrative levels to measure willingness to invest in new technologies and their support. Redefining the role of the faculty to match the needs of technology-savvy students entails a type of pedagogical shift that requires reexamining the role of the traditional teacher.6 While some faculty take the initiative to become life-long learners, others might need more guidance and encouragement. How many years of teaching experience do you have? 3. This study is limited to the online, classroom, and software tools noted in the survey, but items that could be included in a follow-up survey should include Twitter and other Web 2.0 technologies applicable to the classroom. AnswerGarden A tool for online brainstorming or polling, educators can use this real-time tool to see … "10 When targeting 21st century learners, implementing technology should have strong implications for better learning outcomes.11 If implementing technology has the potential to change how students learn, then the implementation must occur so that students are "empowered to succeed as lifelong learners in an information-rich environment."12. Approximately 77 percent were faculty, 11 percent were instructors,22 and 2 percent were graduate assistants. I feel I have adequate availability to technology in order to benefit my students' education. Table 4. Programs must also transition from a supportive resource to a large-scale development program. Please rate what Professional Development opportunities you would benefit from. I like to learn about new ways to integrate technology in my classroom through: I feel comfortable integrating technology into my classroom. 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? A survey of assistance needed, including support and training, resulted in suggestions for helping faculty integrate technology pedagogy. Perhaps even more compelling, however, edtech can also be used to aid formative assessment: helping to boost engagement, identify knowledge gaps, and support further/deeper learning. 4 Council (ONLC) Education Committee, and the Oregon Consortium for Nursing Education (OCNE). Would having multiple student computers in your classroom be a viable alternative or solution to not having adequate computer lab access? my biggest challenge, hearing about so many things that will be useful (and having the experience of using them at my previous university) and not being able to use them because of limited resources in the classroom", "Prep time, and access to intermediate/advanced technical resources (video editing and integration, for example)", "There needs to be value placed on teaching. It is intended as a tool for individuals who have little or no formal training in research or evaluation. Student Testing software and data (Maps, etc). Students will engage in self-assessment and educational and career planning. Often there is a problem that the portable equipment does not work or has been set differently by a former user and I can't figure it out.". a guide was developed for the U.S. Department of Education by the American Institutes for Research in conjunction with its formative evaluation of the Technology Literacy Challenge Fund. The remaining respondents selected "other" or did not respond to the question. 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. One for the people who teach traditional face-to-face and one for teachers who innovate and teach through distance. Tena Crews, associate director of Technology Pedagogy, in coordination with Christine Brown, director of TTS, created a web-based survey to give faculty, instructors, and graduate assistants the opportunity to indicate the level at which they needed guidance or support in implementing technology-related tools for instruction. The majority of the teachers (n=536, 71.9%) have access to technology they need at their schools. ", "The biggest challenge of late is the indifference of so many of my students. Centers for teaching excellence can play a vital role in the development of effective teaching faculty. Although a large number of faculty do not want to use e-portfolios, those who do report that they need help. It has been noted that teachers must transition from Stage 1, teaching is telling; to Stage 2, teaching is hoping students will learn; through Stage 3, teaching is transmitting knowledge; and on to Stage 4, teaching is a complex interaction which is unique and dynamic.16 Therefore, teaching centers should offer a variety of programs such as: Centers for teaching excellence must provide assistance in the transition as faculty become better teachers. My students model cultural understanding by communicating globally in order to collaborate on lessons or projects. . It also helps identify the technology professional development topics that teachers want and need. 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. 513 teachers (68.9%) have a projector, 380 teachers (51.0%) have a PC, 192 teachers (25.8%) have a laptop, 89 of them (11.9%) have an interactive white board, 84 of them (11.3%) have a tablet PC, 77 (10.3%) have TV, and 55 (7.4%) have a printer in their classrooms. Comments were analyzed and grouped into themes, as shown in Table 5. What other Professional Development topics do you feel you would benefit from? Findings in this study further reveal participants have little interest in using some tools in the classroom, but indicated a strong interest (30 percent or higher) in learning more about e-portfolios, online lectures with video, podcasts, and survey tools. Please take a few minutes to complete our Technology Needs Assessment Survey. Tell them how you’ll use the results. ", "…training sessions are ALWAYS in the middle of my teaching assignments. Table 1. About 40 percent of instructors would like to integrate podcasts into their teaching but need help, while 42 percent do not want to use this online tool. Each teacher also maintains a technology portfolio and uses it to organize their Web sites, show evidence of technology activities in the classroom, store training handouts, and so on. Respondents selected `` other '' or did not respond to the rooms, rather than interfere ( as students... It, do n't use, but very few classrooms are equipped with the equipment instant... Of campus e-mail lists rate their need for assistance in learning web page design software `` Based on experiences! Learning about traditional and innovative web tools questions asked to list any educational technology advantages concerns! 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