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Purpose: Faculty Input and Engagement

CTC Faculty Technology Survey Preliminary Results Presentation to the Technology Transformation Task Force Alan Hardcastle Sr. Research Associate Washington State University (360) 956-2167 Hardcast@wsu.edu Novem ber 2 , 2007. Purpose: Faculty Input and Engagement.

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Purpose: Faculty Input and Engagement

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  1. CTC Faculty Technology SurveyPreliminary ResultsPresentation to the Technology Transformation Task ForceAlan HardcastleSr. Research AssociateWashington State University (360) 956-2167Hardcast@wsu.eduNovember 2, 2007

  2. Purpose: Faculty Input and Engagement • Types of Technology Used in Classes, and Frequency • Effectiveness of Tools Used • Technology Awareness and Key Sources of New Technology • Training Priorities and Sources • Perspectives and Perceptions - Use of Technology in Teaching Alan Hardcastle, WSU

  3. Who Participated? • 1,551 Faculty Completed Surveys • Around 11 percent of all CTC faculty • Only 39 ‘partial’ completes • Sample demographics aligned with CTC system data for gender, age. Exceptions: • Fewer part-timers • More teaching experience (fewer with 1-5 yrs.) • Some teaching disciplines Alan Hardcastle, WSU

  4. Highest Participation by Discipline Alan Hardcastle, WSU

  5. Types of Technology Used Alan Hardcastle, WSU

  6. Technology Effectiveness and Use Alan Hardcastle, WSU

  7. Source of Tech Awareness Alan Hardcastle, WSU

  8. Top Sources of New Information Alan Hardcastle, WSU

  9. Top Training Priorities Alan Hardcastle, WSU

  10. Effective Training Sources Alan Hardcastle, WSU

  11. Faculty Perspectives Alan Hardcastle, WSU

  12. Faculty Perspectives - 2 Alan Hardcastle, WSU

  13. The Proficiency Factor -1 Faculty who say they are proficient users of technology: • Teach more technology-enabled classes • Use more advanced types of technologies • Tend to be positive about technology and its benefits • Want more training in advanced technologies • Prefer self-study, professional workshops/conferences, and online options for technology training. Alan Hardcastle, WSU

  14. The Proficiency Factor -2 Faculty who say they are not proficient users of technology: • Teach fewer classes using technology • Use less advanced technologies • Are moderately positive about technology, and less sure of its benefits • Want more training in less-advanced technologies • Prefer other instructors, college it/technology department classes, and professional workshops/conferences for technology training. Alan Hardcastle, WSU

  15. Next Steps • Continue data analysis • Complete report (Dec. 14) • Conduct 3 faculty focus groups • Nov. 5 - Shoreline • Nov. 6 - Tacoma • Nov. 16 - Big Bend • Summary of focus group input Alan Hardcastle, WSU

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