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Case Study
Teaching with Technology: Facilitating the Process (Part 2)
The means to bring about change
9/5/2007
Step 6: Continuing to Give Assistance. Some of the benefits of teaching in CEBS are the support guarantees made by the ETC:
- Availability of a technician for immediate help during class hours (8 a.m. to 8 p.m. Monday through Thursday; 8 a.m. to 6 p.m. Fridays; and 8 a.m. to 12 p.m. Saturdays; and during other, non-traditional times);
- A guarantee of fixing a technology problem with 24 hours in classrooms and faculty offices;
- Staff that includes several graduate assistants and two full-time support technicians;
- One technician devoted to helping faculty with technology needs (e.g., building Web pages, converting overheads to PowerPoint slides, etc.); and
- An icon on the desktop that provides information on multiple ways to report problems or call for help.
Evidence of Progress
Every spring, the survey mentioned above is conducted to determine the use and quality of the technology and support available in the college and to solicit suggestions for additional technology or improvements in existing technology or support.
The summary results of these surveys for the last three years are presented below.
- One hundred percent of faculty are now using technology in their instruction in the classrooms;
- An average of 82 percent (across the last three years) of the faculty are using technology more than in the past;
- The low to moderate use of technology from the previous year is decreasing (from 68 percent down to 33 percent);
- The moderately high to high current use is increasing (from 79 percent up to 83 percent);
- An average of 81 percent (across the last three years) of the faculty find the technology convenient to use;
- An average of 85 percent (across the last three years) of the faculty find the technology easy to use;
- An average of 81 percent (across the last three years) of the faculty are satisfied with the assistance they receive from the Educational Technology Center.
A sampling of narrative comments from the surveys are included below suggesting a true "buy-in" by the faculty and cases where they acknowledge that requests have been addressed. (Full survey results are available at edtech.wku.edu/edtech/.)
2004
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