technology needs survey for teachers
Additionally, we recommend conducting research on the departmental, unit, and administrative levels to measure willingness to invest in new technologies and their support. 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. 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. 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. I am aware of who to contact within the district about the use of assistive technology for at-risk students. that render the equipment unusable).". One for the people who teach traditional face-to-face and one for teachers who innovate and teach through distance. 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. 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. blogs, wikis, glogster, slideshows, video, audio, etc. ", "Having technology advance teaching, rather than interfere (as when students spend class time surfing the web). This would not only provide incentives to try new technology and techniques, but would serve as a vehicle to promote awareness of the tools available to faculty and the ways these tools can be used to enhance teaching and learning. Methods that are frequently used for determining a needs assessment include the 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. 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. ", 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. Looking at digital education through different lenses. 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). Ex. Both the Center for Teaching Excellence and TTS are involved in new faculty orientation through a variety of sessions. I feel I have adequate availability to technology in order to benefit my students' education. The Center for Teaching Excellence Sponsors Workshops, Colloquia, and Communities of Practice. Teaching Tools: Surveys/Polling/Quizzes (Harvard Library). I use technology to foster my students' critical thinking skills. 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. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). Our Digital Education Survey takes a peek into today’s evolving classrooms and explores what happens after the school bell rings. These comments were analyzed and grouped into themes. Rubric Self-Assessment - From Westford Public Schools, a tool to help teachers assess their competencies related to technology. A transformative concept in 21st century teaching in higher education is moving from teacher-centered to learner-centered instruction. However, 35 percent of the faculty use streaming video, but need new ideas for continued implementation. These core indicators were used to create a technology needs assessment survey for pre- and in-service language teachers within a US higher education setting, but the indicators are both relevant and applicable to a wide range of educational programs and teacher backgrounds. 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. Such training sessions could include brainstorming sessions, a series of meetings, and one-time events. 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. 2. Table 3 provides information regarding the third category of the survey, which included the level of assistance needed for implementing software tools. 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", ". Level of Assistance Needed for Utilizing Classroom Tools. 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, ". Results also revealed that participants are comfortable and do not need help with word processing, presentation, and e-mail software. (laptop would not have external keyboard, mouse or monitor). ", "Difficult to engage the students during the lectures. ", "In our college, we are preparing for fall where we will have some classes of 200 (divided into 2 rooms with one receiving videostream) plus 30 distance ed students at 2 separate locations. Table 6 provides these themes and sample comments. 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. If given a choice for your primary teacher computer, would you prefer a desktop computer or a wireless laptop computer? Please list any educational technology advantages or concerns you have had in your classroom. I personally was not able to attend several sessions that I was interested in because of a class conflict. 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. TVs and other equipment could be delivered to the rooms, rather than having faculty picking them up. I like to learn about new ways to integrate technology in my classroom through: I feel comfortable integrating technology into my classroom. 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." ", "We need more technicians to keep this equipment working and be available to help set up. As a condition of this grant, recipients were expected to share innovative ideas and new approaches to teaching that they developed using SRS technology. In addition to supporting learning across content areas, technology-enabled assessments can help reduce the […] Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology. 1 . 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.". 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. Teachers need to check for student understanding, and parents, students, and leaders need to know how students are doing overall in order to help them successfully prepare for college and work. Level of Assistance Needed to Use Software Tools. 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. What professional development needs ' educational success needs, etc how well prepared teachers to... Help determine future professional development topics that teachers want and need to increase awareness and additional training opportunities might necessary! Role in the development of effective teaching faculty or those just looking for new ideas, can then search the. Briefly state your name and any areas of expertise the roles and responsibilities of faculty do not understand the system. 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