1. Technologies for Teaching and Learning: Janice Fournier, PhD, Research Scientist Cara Lane, PhD, Research Scientist Learning & Scholarly Technologies What do UW Faculty, Teaching Assistants, and Students Want, Use, and Need?

2. Project Goals  Understand current technology use and needs among faculty, TAs, and students at the UW  Help UW make informed decisions about where to devote time and resources

3. Project Partners  Learning & Scholarly Technologies  UW Technology  Office of Educational Assessment  UW Libraries  UW Teaching Academy  Office of Information Management  Faculty Council on Educational Technology  School of Medicine

4. Project History  Faculty Instructional Technology Survey (2001)  Student Educational Technology Survey (2002)  Faculty and Student Surveys (2005)  Focus on technology skills and use  Faculty, TA, and Student Surveys (2008)  Focus on contexts and goals

5. Research Questions  What technologies are faculty, TAs, and students using for teaching, learning, and research?  Where (in what contexts)?  Why (for what purposes)?  Where do they seek technological support?  What obstacles to do they encounter?  What do they identify as priorities for the future?

6. Methods  Focus Groups, Autumn 2007  20 Faculty members  10 Teaching Assistants  20 Undergraduate students  17 Graduate students (written response)

7. Methods (cont.)  Surveys, Spring 2008  Faculty  547 participants; 16.2% response rate  Teaching Assistants  233 participants; 24.5% response rate  Students  656 participants; 13.8% response rate

8. Survey Design  About you  Demographics  Technology expertise and teaching experience  Contexts and goals  Select a teaching/learning context  Select a teaching/learning goal  Identify technologies used  Repeat with a second context

9. Survey Design (cont.)  Supports and obstacles  Rate helpfulness of sources of support  Rate severity of obstacles to using technology  Priorities for the future  Assign level of priority to potential actions  Research management and collaboration  Identify current research tasks and technologies used

10. Data Analysis Measures used for comparison:  Discipline  Humanities, social sciences, and arts  Professional programs  Health sciences  Natural sciences  Engineering

11. Data Analysis (cont.)  Demographics  Gender and age  Expertise (5-point scale)  Beginner (1 or 2); intermediate (3); expert (4 or 5)  Experience  Position/class status, research status, and teaching experience

12. Findings

13. Faculty—Position

14. Faculty—Discipline

15. Faculty—Other Information  Gender  48% female; 52% male  Employment status  87% full-time; 13% part-time  Teaching experience  30% 25+ years experience; 13% 5 years or less  Courses taught (previous academic year)  3.6 (mean)

16. Teaching Assistants—Class Status

17. Teaching Assistants—Discipline

18. TAs—Other Information  Gender  55% female; 45% male  Teaching experience  23% 5+ years experience; 26% 1 year or less  Courses taught (previous academic year)  3.4 (mean)

19. Student—Class Status

20. Students—Discipline

21. Students—Other Information  Gender  63% female; 37% male  Residence  21% UW housing; 79% off campus

22. Uniformity of Technology Use

23. Pervasive Technologies (50%+)

24. Moderate Use (10-49%)

25. Emerging Technologies (<10%)  Streaming video (10%)  Social networks (9%)  Podcasting (9%)  Instant messaging (8%)  Clickers (8%)  Text messaging (7%)  Visualizations (7%)  Wikis (7%)  Simulations/Games (6%)  Portfolios (6%)  Blogs (6%)  Videoconferencing (4%)  RSS (2%)

26. Course Web Pages

27. Social Networks

28. Course Web Page Use

29. Faculty—Tech

30. Infrastructure Improvements

31. Priorities—Classroom Technology

32. Priorities—Reliable Wireless Access

33. Technologies at UW are Adequate

34. Obstacles—Classroom Technology

35. Point-of-Need Support

36. Sources of Support—Faculty

37. Sources of Support—TAs

38. Sources of Support—Students

39. Obstacle — Lack of Time to Learn

40. Lack of Knowledge—How to Apply Tech

41. Integrated and Flexible Technology

42. Priorities—Common Set of Software

43. Priorities—Integration of Online Tools

44. Faculty—Web Tools Used

45. Faculty, TA, and Student Support

46. Technological Expertise

47. Faculty  Faculty report the same technical expertise as students, but use narrower range of technologies  Challenge: How do we help faculty become more aware of technology options that can help them meet their teaching and research goals?

48. Teaching Assistants  TAs use of technology is inconsistent.  Challenge: How do we support TAs while they are here, while simultaneously helping them develop technological knowledge that transfer to other settings?

49. Students  Students use a wide range of technologies to support their learning, including many emerging technologies.  Challenge: How can we better understand how students are using technologies to support their learning?

50. Questions & Discussion http://www.washington.edu/lst/events/spark