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Copyright Copyright University of Washington This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Findings from the University of Washington Faculty and Student Assessment of Educational Technology Melody Winkle, Information Architect Computing & Communications Karalee Woody, Director Catalyst Client Services

Presentation Outline Methods Results  Demographics  Perspectives Conclusions

Methods

Partners Office of Educational Partnerships and Learning Technologies Office of Undergraduate Education Computing & Communication UW Libraries Office of Educational Outreach Student Technology Fee Committee

History 2001 Faculty Survey 2002 Student Survey

Process Setting goals The goal of this study was to improve teaching and learning at the UW

Process Creating instruments

Process Conducting surveys Conducting focus groups

Procedures - Respondents Faculty  Sample Size 4,390  Taught in the last academic year  Response rate 32.8% Students  Sample Size 3,500  Random sample of enrolled students  Response rate 28.2%

Focus Groups Faculty  Volunteers from faculty survey  40 participants Students  Volunteers from student survey & notice in computer lab  25 participants

Results

Undergraduate Demographics Respondents  648 Average Age  22 Gender  39% male  61% female

Faculty Demographics Respondents  884 Average Age  50 Gender  61% male  39% female

Expertise How would you rate your current expertise as a computer user?

General expertise

Faculty comment “I never had students complain that the technology was beyond them or they were getting lost in technology or that they didn’t understand technology. My feeling is that they are way ahead of us.”

Student comment “When faculty are on top of the technologies it definitely enhances learning. When they’re not competent, then their use of technology detracts.”

An imbalance Longitudinal comparison Categories of expertise Demographic influences

Longitudinal comparison

Categories of expertise

Demographic influences

Technology use

Technology Use

Perspectives on Technology

Students on Web Sites “Something that would help support my learning would be having more information about a course online, especially requiring professors to put a syllabus on a Web site. It would be nice to look on the teacher’s Web site and see all the assignments. That would be fantastic.”

Perspectives on Technology

Emerging Technologies Laptops and wireless Web-based tools Instant messaging

Laptops & Wireless

Impact of Wireless Student: “The things that will make wireless really powerful will be new applications that begin to use that connectivity to do new things” Faculty: “It is partly because we don’t have wireless that we don’t have models for what to do with it”

Web-based tools

Conclusions Demographic influences Technology use Online resources Wireless Web-based tools

Karalee Woody, Director Catalyst Client Services Melody Winkle, Information Architect Computing & Communications

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