3. External Assessment
•Students demand new technologies
•Employers demand new skills in
workforce
•Administration required to understand
the need for better data management
•Faculty recognize need for technology
integration and support
•Increasing competition
Stages of Development
4. Problem Identification
Needs assessment results
•Lack of classroom equipment
•Lack of technical support
•Lack of training for staff
and faculty
•Lack of campus wide
technology infrastructure
Stages of Development
5. Hartnell’s Vision
The board developed a vision statement. The following
are excerpts from the statement Hartnell College shall:
• seek and dedicate resources to be a
technologically advanced institution
• anticipate and respond to change
• be a valuable resource and facilitator of change
for it’s communities
• excel in the recruitment, retention, and
placements of students
Stages of Development
6. Four Stages
New Venture, Expansion, Professionalism
and Maturity
Each stage contains 3 categories
• Organizational support conditions
Leadership, Funding, Infrastructure
• Instructional technology utilization
Participants, Uses, Assessment
• Professional development activities
Focus, Delivery, Format
Stages of Development
11. Organizational Support Conditions
•Funding
• Trustees Innovation Grants Obtained
• Faculty technology pioneers supported
•Leadership support is growing
•Infrastructure
• Desktop computers deployed campus wide
• All classrooms wired
• Smart classrooms were built
Expansion
12. Technology Utilization
Faculty Resource Center
•Institutional Technologist hired
•Offers staff development training
•Support of faculty resource center
•Supports special projects
Expansion
13. Instructional
Technology
The Center Supports
•Technology Learning Center (TLC)
•Computer equipment
•Video conferencing technologies
•Faculty Resource Center (FRC)
•Test and provide support for new
technologies
•Integrate new technologies on campus
•Support existing equipment
Expansion
14. Professional Development Activities
•Sign-in sheet to track department and
technology usage
•Surveys given at trainings
•Goals set for accreditation purposes
•Survey given by Institutional Research and
Planning
Expansion
15. Organizational Support Conditions
•Technology plan evolution
• New hardware/software standards
•Multiple grant applications
• New Title V technology grant success
•Faculty and staff buy-in
• Conference attendance and presentations
•Increased network support staff
Professionalism
17. Challenges
Instructional Technology
Hired new instructional technologist:
Implements and assists with ADA
compliance with technologies
Supports current instructional
technologists duties
Coordinates distance education program
Professionalism
Dr. Valeau
8088, 8084 PC and Mac SEs
No perceived need for a campus network
President thought the computer was unnecessary
asked during web demonstration to Hawaii who was paying telephone charge
Last TV bought was 10 years old
Dr. Valeau
Students knowledge outpacing technologies taught and available on campus
Administration understands the need for better management information, data integration and processes control
Faculty voice need for classroom change and support
Dr. Valeau
Dr. Valeau
Dr. Valeau
The stages represent the different stages that fostering a technology program may go through. Within each stage there are different items to look at evaluate and work with. We have borrowed the model designed by the @One Project, Integrating Instructional Technology in the California Community Colleges, November 2002 report. This report and model can be found at http://www.cccco.edu/divisions/tris/telecom.htm under research and reports.
Organizational Support Conditions: Leadership, Funding, Infrastructure
Instructional Technology Utilization: Participants, Uses, Assessment
Professional Development Activities: Focus, Delivery, Format
Leadership: A few key players were gathering support by leaders, necessity of technology still not proven.
Funding: Title III and TTIP
Infrastructure: See next slide
Technology Learning Center built (1996)
Fiber optics and ATM networks started building in 1996, finished ‘97
What are Net Days (1997)
Challenges with uses and participants
Participants: Slow to have many participants, few tech savvy instructors
Uses: Word processing, spreadsheets, some internet research (teacher)
Assessment: None
Professional Development Activities
Focus, Delivery, and format: Training delivered through staff development, may or may not have any technology training included. Reliant on outside training sources and regional workshops.
Professional Development Activities-
The need for the faculty resource center and support personnel for technology training is established. Trainings will provide the opportunity to evaluate, assess, train, and integrate technology on campus. The faculty resource center will bring technology and teachers together, facilitating communication between technical process and learning with technology integration into the campus.
Funding Instructional Tech hired with Title V funds, FRC expansion used grant funding
Leadership: More buy-in. Technology appreciated and used, Resource center invaluable to the integration and continued faculty/staff support and use.
Infrastructure – Deployment of computers into all departments, full time faculty offices
Technology Utilization
Staff development consists of technology training, workshops and seminars for the teachers/staff that are now using technology ina ll aspects of their jobs
Equipment in instructional technologist supported areas include video conference technologies, scanning, particular software support such as Photoshop that is not deployed campus wide and many new technologies that the FRC is just testing.
Special projects include video editing, distance ed administration, and administrator presentations/projects
Existing technologies would include: scanners, digital photography, color printing, video editing equipment, four pc’s, four macs, zip drives,
New technologies might include: CD burning, DVD burning plasma screen
Focus: More teachers/staff discovering and using the FRC/TLC. As they come in surveys are being taken about areas of training they would like, technologies they would like to use.
Distance education comes to Hartnell. CVC offers hosting of course management software. Encouraging teachers to develop and teach online courses. Training for developing online courses and for using the software Blackboard is popular. Training is delivered on campus, face to face.
Funding: New joint title V grant, allows for further technology development at a time when funding is scarce. Allows for technologies to be upgraded and new technologies to be purchased. As well as continued support of the FRC/TLC and video conferencing technologies.
The newly formed TMPT creates a technology plan that sets standards and gives area of responsibility to particular departments and personnel. Leadership: There is a great deal more support from administration, staff, and faculty as more discover the FRC and have better technology integrated into their areas.
Infrastructure All full time faculty have desktops, networked laser printers are deployed across campus. Computers now have CD burning capabilities. Support is critical but available on campus.
Participants: Staff and faculty are utilizing technology for a variety of reasons. Very few staff/faculty are not using technology in some way shape or form.
Uses: Video conferencing is being utilized from Administration to faculty for conferences and classes. Collaboration is occuring with a variety of technologies supported on campus.
Assessment:
Describe the grant in which the new IT was funded
Describe briefly the HOTT Academy
Goal ( one sentence statement)
Delivery method
