Assessing Learning and Scholarly Technologies: Lessons from an Institutional Survey

Autor/inn/en	Lane, Cara; Yamashiro, Greg
Titel	Assessing Learning and Scholarly Technologies: Lessons from an Institutional Survey
Quelle	In: EDUCAUSE Quarterly, 31 (2008) 3, S.18-26 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5324
Schlagwörter	Higher Education; Student Surveys; Educational Technology; Teaching Assistants; Technological Advancement; Teacher Surveys; College Faculty; Undergraduate Students; Focus Groups; Minnesota; Washington; Wisconsin + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Unterrichtsmedien; Technological development; Technologische Entwicklung; Fakultät
Abstract	The rapid pace of change in technology can be dizzying. Keeping up with these changes can be daunting for institutions of higher education, where the technological needs of constituents are as diverse as the number of available technologies. In this climate of constant change, understanding how the university community becomes aware of and employs new technologies is critical. While personal anecdotes and the perspectives of early adopters are readily available, it is much more difficult to understand the general technology climate. A well-planned technology survey can provide evidence that extends beyond anecdote, allowing technology units, administrators, and other interested parties to make informed decisions that better meet the needs of the community. Institutional surveys have become fairly common for acquiring information about educational technology. Over the past few years several institutions of higher education have conducted such surveys and shared their results. The University of Washington (UW) conducts educational technology surveys that complement investigative efforts. In 2005, representatives from six UW units collaborated to survey instructors and students about their use of, expertise with, and perspectives on educational technology. The goal was to better understand current technology use to help make informed decisions on where to allocate time and resources. One of the more interesting findings from the UW surveys was the difference in opinions about potential technology requirements expressed by instructors and students. In this article, the authors discuss the strengths and weaknesses of the approaches they used to determine the focus of their survey, to define technology within the survey, and to select a sample of the UW population. They conclude with a description of how they applied what they learned to the development of their 2008 Faculty, Teaching Assistant, and Student Surveys on Learning and Scholarly Technologies. (Contains 4 figures and 6 endnotes.) (ERIC).
Anmerkungen	EDUCAUSE. 4772 Walnut Street Suite 206, Boulder, CO 80301-2538. Tel: 303-449-4430; Fax: 303-440-0461; e-mail: info@educause.edu; Web site: http://www.educause.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10