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Smart Classroom Evaluation
 

Smart Classroom Evaluation

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This slide show is about an evaluation that was done on smart classrooms in 2003.

This slide show is about an evaluation that was done on smart classrooms in 2003.

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    Smart Classroom Evaluation Smart Classroom Evaluation Presentation Transcript

    • Smart Classrooms Evaluation Project December 2003
    • Introduction to the Project
      • Mandates have been passed that require institutions to purchase and implement emerging technologies to enhance student learning outcomes.
      • The administration was interested in finding whether technology classrooms are distributed equitably across campus and whether they are used effectively by the faculty to support meaningful student learning.
    • What was the identified problem?
      • The issue at hand was categorized as a performance problem with:
        • using the technology
        • availability of the technology classrooms
        • a lack of technical/instructional support
      • There were faculty members who lacked knowledge and skills for using the technology classrooms.
    • Performance Standards
      • Faculty should be able to:
      • Identify technology classroom components
      • Describe skills needed to use technology classrooms
      • Demonstrate appropriate uses of technology classrooms
      • Recognize good teaching strategies for technology
      • Reflect and revise teaching to incorporate technology
    • Collecting Data
      • Working with the university faculty senate subcommittee on technology, needs assessment instruments investigated optimals, actuals, feelings, causes and solutions regarding faculty use of technology classrooms.
      • A focus group interview and an online survey were used to collect data.
    • The Focus Group
      • We chose to use a focus group comprised of a cross-section of the university faculty to collect information to aid in the development and refinement of the online survey we planned to implement.
      • We hoped to gain insight into the thoughts, feelings, and attitudes of the faculty concerning the technology classrooms
    • Focus Group Participants
      • Seven faculty members from six university departments (communication, English, chemistry, biology, library, and business), an interviewer, and a note taker were represented at the technology classroom focus group meeting
      • The meeting was held after the online survey because of scheduling issues
    • Focus Group Results
      • All participants were familiar with the technology classrooms
      • All participants used them frequently
      • All participants planned to continue using them
      • Participants deemed Internet access as the most useful way to use the technology classrooms
    • Other Uses of Smart Classrooms by Focus Group Members
      • The biology department uses the wireless laptop carts with their students to run specialized software in the classroom
      • The English department uses rear-projection SMART boards to critique writing samples
      • The business department uses the technology classrooms for PowerPoint presentations and testing
    • Least Valuable Aspect of Smart Classrooms
      • When asked about what they found least valuable about the technology classrooms, there was a recurring thread of support issues that hindered their use.
    • Focus Group Suggestions
      • Facilitate communication with faculty about using the technology classrooms
      • Provide more timely support for technology classrooms
      • Give administrator access rights to faculty for a short time to allow them to install software
      • Provide more training on the use of the smart classrooms- documentation and trouble shooting tips.
      • Provide an external storage site for faculty that is easy to use
    • The Online Survey
      • An online survey was chosen for several reasons:
        • Accessibility to the survey for faculty
        • members was an important consideration.
        • Distribution and collection of the survey data in an Access database facilitates its analysis.
        • Provides a clear, concise, and effective way to collect data.
    • Response Rate
      • Faculty were surveyed through an online questionnaire regarding their use of technology classrooms, support of technology classrooms, and feelings about technology classrooms.
      • The response rate for the survey was 20% (65 out of 323 faculty members).
      • The respondents were divided by rank: 10 instructors, 22 assistant professors, 16 associate professors, 16 professors, and 1 non response.
    • Results of Data Collection
      • Faculty don’t know how to use equipment
      • Lack of skills and don’t know best uses of technology classrooms
      • There is a lack of technical support
      • There aren’t enough smart classrooms available to faculty who want to use them
      • Equipment/software are not consistent across locations
    • Faculty Identified Optimal Use of Technology Classrooms as:
      • Having timely and appropriate training
      • A campus wide support group for faculty using technology
      • A smart classroom for every faculty member who wants to use one and uniform equipment and software
      • Technology support for every smart classroom
    • Needs for Faculty Included:
      • Development of a technology classroom training program, including hands-on workshops and one-on-one assistance
      • Implementing a support structure for faculty using technology classrooms
      • Developing a plan for technical support needs of faculty using technology classrooms
      • Planning equitable implementation of technology classrooms based on need
      • Development of a plan for technology classroom installations and upgrade current equipment
    • The most important considerations when deciding to use a Smart Classroom were ease of use , that it supports instruction and that it is available . Least important were location and training when deciding to use smart classrooms.
    • When asked about their challenges in using smart classrooms, they identified room availability as their biggest challenge and lack of skills as their smallest challenge.
    • Survey Participant Suggestions for Smart Classroom Support:
      • Hire a department support person
      • Instructional handouts at each podium
      • Quick response to technical problems
      • Forum of ideas about how to use technology constructively in teaching
      • Time to attend training sessions
      • More training sessions and workshops
      • Initial instruction by campus wide support group
      • A full time technical assistant
      • Regular maintenance
      • A phone in every technology classroom to technical support
      • More time to make decisions about technology purchases
    • Outcomes
      • The majority of the faculty surveyed were familiar with the technology classrooms
      • Many faculty members cite access to the Internet as a major improvement in their teaching
      • Many faculty members are using PowerPoint in their lectures
    • Negative Aspects of Outcomes
      • Some faculty members felt that the technology classrooms did not improve teaching
      • Some felt that students were being “PowerPointed” to death
      • Others had concerns that the technology classrooms were just glorified overheads
      • Many felt that funds are needed to maintain the technology classrooms
      • Physical issues exist
      • Many faculty members desire more training
    • Conclusions
      • Faculty need additional support in using technology classrooms
      • New ways to allocate technology classrooms are needed
      • Faculty want more opportunities to share ways to use technology classrooms