Appendix

Table VIII-a. Q1 Frequency of technology use. Expanded data. Users were asked to indicate the frequency they used the listed technologies.

Technology Daily Weekly Monthly Rarely Never Total

Email 96.4 0.0 0.0 0.0 3.6 220

Smart phone or PDA 41.2 1.8 1.4 4.5 51.1 221

mp3 player 31.8 21.1 8.5 14.8 23.8 223

Social networking 29.0 19.4 5.5 22.6 23.5 217

Media sharing sites (e.g., YouTube, Flickr) 18.7 39.3 20.5 11.0 10.5 219

Communication/collaboration tools (e.g., blogs, wikis, Google docs 13.5 22.9 13.5 18.8 31.4 223

Instant Messaging (e.g., AIM, Google Chat) 8.8 12.5 6.5 17.6 54.6 216

RSS Aggregator/Reader (e.g., Bloglines, Google Reader, Netvibes) 8.3 5.5 5.1 16.1 65.0 217

Multimedia editing software (e.g., iMovie, Final Cut, Premiere, Proto 6.3 10.0 13.6 20.8 49.3 221 Voice over IP / Web Conferencing (e.g. Skype, Adobe Connect, Google 5.0 19.7 24.8 20.2 30.3 218

Remote Access (e.g. TeamViewer, GoToMyPC, LogMeIn) 4.1 4.5 4.5 12.2 74.7 221

Gaming or virtual worlds (e.g., WoW, SecondLife) 0.5 1.8 2.3 12.3 83.1 219

Figure VIII-a. Percent of respondents who regularly use technology in courses by adopter grouping

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Figure VIII-b. Percent of respondents who never use listed technology in courses by adopter grouping

69 77 70 86 74 74

59 67

55 52 44 43

26 18 15

7

92 94 90 89

86 92 91 81 84

84 74 62

34 36 45

21

0 10 20 30 40 50 60 70 80 90 100

% R es po nden ts w ho N EV ER us e

Adopter classification

Q11Respondents who never use listed technologies in Courses

early avg late

% Early adopters s

%

Late

adopters

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Open Text Responses: (2011)

Question 4: Additional comments regarding students’ needs, skills or access to technology

1. Access, knowledge and skills are highly variable among students - makes it hard because there is no common starting point.

2. Although most students are technology savvy, there is always a student in your class who is not. So I make some assumptions about basic

technology things but not others.

3. Although not used in my discipline much, CAI can be really effective.

I've used it at other places, but my colleagues aren't into it.

4. As coordinator of the Ithaca Seminar I know that students have a lot of trouble with reliable and speedy wireless in the dorms. If I were them I would think was unacceptable.

5. blackboard is very limited..

6. broadband is terrible in Park School of Communications to the point that it impacts student learning during some class periods when the systems go down or are :in and out">

7. Classrooms are not equipped with enough technology. Another problem, they break or very slow. Discouraging technology use.

8. Considering they are the computer generation, their innate software abilities are not that high except for their social networking. There are many exceptions, but overall they need more assistance than I expect, especially with clunky software life Blackboard. Our slow server is a great hindrance to classroom technology and learning outcomes. We need a faster server NOW.

9. I am desperate for the opportunity to get GOOD on-going training in the use of technology in teaching.

10. I am not sure how skilled my students are- It is as yery a small part of my class

11. I am surprised at how much hand-holding the students need for new technologies. they get frustrated easily and for that reason.. I stopped using some of the technologies.

12. I do not and should not teach how to use technology. That would be like giving credits for learning how to use a touch tone phone in the 1960's.

Non-credit workshops and other opportunities should either be required and/or made available to students. Many spend too much time make ppts look good and they neglect the ideas, but don't get me started on ppt.

13. I feel like I'm pushed into using technology. I try to keep an open mind an d creatively integrate it into my classes but I also feel sometimes that I’m

spending far too much time on technology than on subject matter. Trying to keep up with everything (learning the technology as well as trying to put together a lecture/interactive class) seems overwhelming at times and I’m not certain if all of this effort really makes a difference in terms of student learning.

14. I find that students are selectively knowledgeable about technology, but then, so am I, so we often teach each other. What I'm really interested in is going beyond looking at web sites and YouTube videos. I've tried having students set up wikis twice, but to my disappointment, most students did a half-hearted job, or worse. I also discovered that there are still some students who are technologically quite illiterate--not only can't they use the software, they don’t understand how computers "think." My experience also has been that students are not all that keen to use technology all the time in their courses. Like PowerPoint, any new mode of presentation becomes cloying when it's overused. In the humanities (my general area), we're still a long way from a revolution.

15. I have been very satisfied with all aspects of support from ITS. I find the staff knowledgeable and courteous - always willing to go the extra mile.

16. I need a classroom where students have access as a group to digital communication periodically. It would also be very helpful to have classrooms that were set up for video conferences. I have to spend too much time trying to set up situations to meet my pedagogical needs.

17. I teach film production. A large part of it is technologically based teaching already.

18. I think students are pretty savvy about technology, but not necessary schooled in appropriate use, implications and responsibility of using tech.

19. I worry about technological fetishism at the college...if the college is EVER going to up where it is in prestige and in rankings, it needs to emphasis engaging ideas through books...not just brainwashing junior faculty to spend lots of time learning new gizmos. I write on technology, and what bothers me about this survey is that I think a lot of new technology rhetoric in higher ed at the moment is simply to increase productivity and increase the number of students in classes. It's all a big work speed up for faculty. All the twitter, FB, blogs, blackboard in the world is meaningless if the students don't buy the books for the course and think reading is "ridiculous." I have students who are flunking my courses because, in their words "they resent buying books" So C'mon, you guys have an internet system that doesn't even work properly in the park school, and often just shuts down. And you are asking about the above? Why not advocate for smaller class sizes where our $50 G price tag demands that?

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20. I would like us to have access to more on line archives for primary source research paper assignments for my students.

21. IC could vastly improve network access for students. Single sign-on is not completely implemented. Students do not automatically have web space.

Network storage for faculty and students is woefully inadequate. Network collaboration tools are inadequate. IC should not try to reinvent the wheel in this regard. Please look to successful examples at other academic institutions. As an example look at the catalyst tools offered at the University of Washington. See: http://www.washington.edu/lst/

22. Many of my students don't know how to use excel. They need access to color printers for many of the papers we read. The wireless access in CNS is not reliable.

23. My neutral responses could be replaced with sometimes or it depends on the situation. Your questions are generally too vague or broad to apply.

For example, I spend a lot of time teaching MS Excel to my first year students, MatLab to my second year students, and Latex to third year students, but I generally expect third year students to have working command of MS Excel.

24. My students have to spend too much time teaching ME technology! I want to be as tech savvy as they are.

25. My students regularly complain that there aren't enough computer labs available regularly, since classes take place in so many of them. While some have laptops, others have to rely on campus-owned computers, and finding one that's available in a place where it's quiet enough to work seems to be a problem more often than not.

26. My students would be helped by knowing how to design a web site for themselves (of course, so would I, and I've never learned even though you've made it possible!). I don't know how many of them have that competency at this point. It is a low priority until they are upperclassmen, and I teach almost exclusively freshmen.

27. Personally, the internet access speed in classrooms is an inhibitor to using them. I like to show clips, but sometimes, it takes so long to load them, it disrupts the flow of the class. Other times, they won't load at all. (Even trying to buffer in advance is hit and miss, especially if I plan multiple clips in a session.) Students also report frustration with access and speed of network access in the dorms. Many file conversion issues occur with blackboard - this may be student user error, but I hope sakai will help with this.

28. Some students have adequate technology skills, and some don't. The wireless network in Williams Hall is TOO SLOW.

29. Student skills are generally fine. In one course, we do external

competitions that often require submission of a video, and I need to train many of them on that. But, otherwise, they are pretty tech savvy.

30. Students complain that they cannot always print their papers using ITS facilities.

31. Students could use more training in Excel and SPSS

32. Students do not seem to know how to use blackboard very well. Do they receive training in order to know how to access their class sites? I do show them how to navigate, but I find that they do not access the site frequently.

33. Students have too much access to network access. Texting and using their smartphones in class is a huge problem. It would be nice if classrooms didn't have access to wireless networks.

34. Students seem to use technology very selectively. They can text all day but are incapable of searching the IC directory to find my email address.

They can make a YouTube video in iMovie but are incapable of spellchecking their papers.

35. Students should have basic training courses in the technologies used in the classroom before or in parallel as they take the course

36. Students sometimes complain about the quality of the internet access and speed on campus. Regarding my own experience, streaming video in class is frequently interrupted because the video must buffer.

37. Students think they know a lot about tech, but are often missing the basics (ie: how do I format a disk? What is a directory?)

38. Technology should only be supplementary and assist in finding materials outside of class. Students should not be staring at a screen during class but communicating and communicating in person with the instructor and other students in the class

39. The biggest problem that we have in the park school has to do with video taping student presentations and interviews. I am not an expert on digital cameras, and yet, I have to become one or have my TA become one in order to use the technology. The process is so complex that it involves several different people to do something that should be so simple.

Additionally, I have had many many many problems with translating and uploading videos to iTunes. Apparently, there was a bug on pc's that prevent the actual video from being uploaded through Adobe Acrobat Suite, so the only thing that recorded was the sound. So, my TA had to contact Mark Hine who then had to download some kind of code or patch or something for my TA to be able to extract the video and the sound.

And, then, she had to take the time to convert all the files to the appropriate bandwidth that iTunes supports. We had to buy special SD cards to be able to handle the memory. Once she uploaded everything to

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iTunes, students couldn't then access their videos for one reason or another, which mean that those individual couldn't do their assignment. It has been a complete nightmare. Furthermore, we have dual platforms (mac/pc) in our classrooms. Inevitably, someone makes changes and then does not put things back to where they should be (i.e. unplugging the internet, changing the video settings). So, when I come into class and need to show a video, I have to take time out of class to run downstairs to find someone who can help me. I waste a lot of time on this stuff and it gets extremely frustrating. Also, my students will create really nice

presentations on their mac and then forget their converter. So, that when they put their flash drive in the pc, the formatting is off. Or the embedded links in their powerpoint won't work. Every day there is something.

40. The network speed seems to vary hugely. Today it seems fine, but some days it slows to a crawl and is impossible to use.

41. The quick guides are there, but they have trouble following step-by-step directions, even if they are easy...the culture needs to shift to self-initiative with the use of quick guides.

42. The speed at which clips stream is unpredictable in class and is at times an unfortunate interruption to the lecture and or the students ability to learn.

43. They are very technologically savvy in TV-R

44. They need Library home page and its various databases.

45. This year I integrated some techy assignments into class with the assumption students had learned it (web design) in a required computer course...unfort they all complained that they had not learned it in much detail...therefore the project is a bomb

46. While I may see my students as having adequate network access, they frequently raise concerns about the speed, reliability, and availability of wi-fi on campus, pointing to dropped or erratic signals while in the middle of submitting assignments, for example.

47.

Wireless technology on campus is still too slow, especially in Park

33 Question 6: How has technology helped achieve your teaching goals?

1. Ability to supply multiple representations of quantitative data. Ability for students to explore mathematical relationships to make conjectures or experience real-time effects of parameters.

2. All of the above items for traditional classes with blended learning in any form. I also teach an online class so all the above are invaluable, especially connecting with outside experts online asynchronously.

3. At this point, I only use technology to facilitate my communication with students. I would be interested in learning more possibilities.

4. blackboard and doing a part of my course online enabled me to deliver some prestigious lectures overseas....My teaching goals are simple and don't require tech: teach IC students that IC is not a production house, an employment agency, or a place for "hands on." These students devalue reading and studying...in facgt, they don't even know what it takes to study for an exam....I teach theory and many students tell me they prefer a

"technology interface' to writing a paper ---instead of theoretical paper, they propose a podcast or a youtube...c'mon....IC, you can do better than this....unless you really want to be vocational...if so, reduce the pricetag 5. Blackboard enables 24/7 access.

6. Blackboard for many of the above.

7. BlackBrd & WebCT have enabled me to post documents, readings, and relevant materials for all students to consult. This enables me to spend time in class talking about these materials and consulting them, without worrying about whether everyone has the material (or worrying about duplication errors & timing).

8. Digital online reserve of musical examples make things easier.

9. Email contact with students to answer questions; examples on Internet shown.

10. Emailing assignments, hand-outs and syllabus have reinforced class work and due dates. Students better understand and are able to do an assignment and turn it in on-time when it is also emailed to them.

11. Extensive use of drop box and sharing docs in grading.

12. Fileshares are the best. I use my own because I have to share large files.

13. film clip videos

14. For current events discussion in class, we typically watch a news segment from the night before and then discuss it. It is great having access to the internet and news websites so I can pull it up quickly and show it to the class right then.

15. generate interest. give students a chance to learn in new ways 16. hasn't

17. Have replace expensive textbook with a blog format technical reference.

18. Having invited guests to appear online via Skype or other methods.

19. Having students create their mid-semester independent presentations in a single online shared google presentation greatly streamlined the

presentation process in class (all presentations available in a single link, no emailing of files or format issues). Using an online spreadsheet to sign up for presentations worked well too.

20. I create or assemble examples of previous student work for current students to view.

21. I currently use Blackboard to post course readings, links, assignments, course calendar, etc. It helps me communicate with my students on a daily basis, and they have all course info at their fingertips at all times, so there are no "excuses..."

22. I frequently ask my musi students tonlisten to recordings online, YouTube, etc.

23. I have been able to show my students musical examples via utube during class- demonstrating how easy it is for them to find various examples of our assigned repertoire using a tool they are familiar with.

24. I have organized video conferences between my students and students living under military occupation, which are integral to curriculum. This provided a real world context for what the students were studying. The students also have shared a virtual classroom with the other students, where they read and comment on blog assignments of other students. This provides another venue for the kinds of interactive dialogues that facilitate learning.

25. I have used Blackboard to give daily low stakes assignments, which has helped students in introductory classes be more successful.

26. I have used CAI for routine daily practice of skills in music. It's much more efficient and accurate than traditional taped examples or the use of real people. The equipment is available: every student has a laptop. The software is cheap. I have used it at other colleges with good effect, but much of the software doesn't match the goals of my department as well as it did at other institutions.

27. I have used technology as a tool for practice and assessment of oral skills when teaching language classes. Various recording options allow students to interact with me and one another individually in a "real" conversational situation and I am also able to give more precise pronunciation correction.

(I give this example because technology has very much enhanced this aspect of language teaching.)

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28. I have used technology to provide examples of real business to my students, clips, lectures, webinars etc. Google docs help streamline and help to create efficient teamwork.

29. I now use more film-based and visual examples in my classes--largely through either powerpoint or youtube.

30. I post my lectures for the classes in blackboard. I also post discussion boards so the students have an on-line environment to share information.

31. I put all assignments, announcements, assessments, and lecture notes on Blackboard.

32. I started a facebook page for my class this year - I am hoping it helps with communication outside of class and helping students with diverse styles. I also make audio/slide "mini lectures" with camtasia. I have *not* assessed

32. I started a facebook page for my class this year - I am hoping it helps with communication outside of class and helping students with diverse styles. I also make audio/slide "mini lectures" with camtasia. I have *not* assessed

In document 2011 Faculty Survey on Instructional Technology (Page 28-44)