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Findings from the University of Washington Faculty and Student Assessment of Educational Technology

Melody Winkle, Information Architect Computing & Communications

Karalee Woody, DirectorCatalyst 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, DirectorCatalyst Client Serviceskaralee@u.washington.edu

Melody Winkle, Information Architect Computing & Communicationsmwinkle@u.washington.edu