Smart Classroom Evaluation


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

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Smart Classroom Evaluation

  1. 1. Smart Classrooms Evaluation Project December 2003
  2. 2. Introduction to the Project <ul><li>Mandates have been passed that require institutions to purchase and implement emerging technologies to enhance student learning outcomes. </li></ul><ul><li>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. </li></ul>
  3. 3. What was the identified problem? <ul><li>The issue at hand was categorized as a performance problem with: </li></ul><ul><ul><li>using the technology </li></ul></ul><ul><ul><li>availability of the technology classrooms </li></ul></ul><ul><ul><li>a lack of technical/instructional support </li></ul></ul><ul><li>There were faculty members who lacked knowledge and skills for using the technology classrooms. </li></ul>
  4. 4. Performance Standards <ul><li>Faculty should be able to: </li></ul><ul><li>Identify technology classroom components </li></ul><ul><li>Describe skills needed to use technology classrooms </li></ul><ul><li>Demonstrate appropriate uses of technology classrooms </li></ul><ul><li>Recognize good teaching strategies for technology </li></ul><ul><li>Reflect and revise teaching to incorporate technology </li></ul>
  5. 5. Collecting Data <ul><li>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. </li></ul><ul><li>A focus group interview and an online survey were used to collect data. </li></ul>
  6. 6. The Focus Group <ul><li>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. </li></ul><ul><li>We hoped to gain insight into the thoughts, feelings, and attitudes of the faculty concerning the technology classrooms </li></ul>
  7. 7. Focus Group Participants <ul><li>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 </li></ul><ul><li>The meeting was held after the online survey because of scheduling issues </li></ul>
  8. 8. Focus Group Results <ul><li>All participants were familiar with the technology classrooms </li></ul><ul><li>All participants used them frequently </li></ul><ul><li>All participants planned to continue using them </li></ul><ul><li>Participants deemed Internet access as the most useful way to use the technology classrooms </li></ul>
  9. 9. Other Uses of Smart Classrooms by Focus Group Members <ul><li>The biology department uses the wireless laptop carts with their students to run specialized software in the classroom </li></ul><ul><li>The English department uses rear-projection SMART boards to critique writing samples </li></ul><ul><li>The business department uses the technology classrooms for PowerPoint presentations and testing </li></ul>
  10. 10. Least Valuable Aspect of Smart Classrooms <ul><li>When asked about what they found least valuable about the technology classrooms, there was a recurring thread of support issues that hindered their use. </li></ul>
  11. 11. Focus Group Suggestions <ul><li>Facilitate communication with faculty about using the technology classrooms </li></ul><ul><li>Provide more timely support for technology classrooms </li></ul><ul><li>Give administrator access rights to faculty for a short time to allow them to install software </li></ul><ul><li>Provide more training on the use of the smart classrooms- documentation and trouble shooting tips. </li></ul><ul><li>Provide an external storage site for faculty that is easy to use </li></ul>
  12. 12. The Online Survey <ul><li>An online survey was chosen for several reasons: </li></ul><ul><ul><li>Accessibility to the survey for faculty </li></ul></ul><ul><ul><li>members was an important consideration. </li></ul></ul><ul><ul><li>Distribution and collection of the survey data in an Access database facilitates its analysis. </li></ul></ul><ul><ul><li>Provides a clear, concise, and effective way to collect data. </li></ul></ul>
  13. 13. Response Rate <ul><li>Faculty were surveyed through an online questionnaire regarding their use of technology classrooms, support of technology classrooms, and feelings about technology classrooms. </li></ul><ul><li>The response rate for the survey was 20% (65 out of 323 faculty members). </li></ul><ul><li>The respondents were divided by rank: 10 instructors, 22 assistant professors, 16 associate professors, 16 professors, and 1 non response. </li></ul>
  14. 14. Results of Data Collection <ul><li>Faculty don’t know how to use equipment </li></ul><ul><li>Lack of skills and don’t know best uses of technology classrooms </li></ul><ul><li>There is a lack of technical support </li></ul><ul><li>There aren’t enough smart classrooms available to faculty who want to use them </li></ul><ul><li>Equipment/software are not consistent across locations </li></ul>
  15. 15. Faculty Identified Optimal Use of Technology Classrooms as: <ul><li>Having timely and appropriate training </li></ul><ul><li>A campus wide support group for faculty using technology </li></ul><ul><li>A smart classroom for every faculty member who wants to use one and uniform equipment and software </li></ul><ul><li>Technology support for every smart classroom </li></ul>
  16. 16. Needs for Faculty Included: <ul><li>Development of a technology classroom training program, including hands-on workshops and one-on-one assistance </li></ul><ul><li>Implementing a support structure for faculty using technology classrooms </li></ul><ul><li>Developing a plan for technical support needs of faculty using technology classrooms </li></ul><ul><li>Planning equitable implementation of technology classrooms based on need </li></ul><ul><li>Development of a plan for technology classroom installations and upgrade current equipment </li></ul>
  17. 17. 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.
  18. 18. 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.
  19. 19. Survey Participant Suggestions for Smart Classroom Support: <ul><li>Hire a department support person </li></ul><ul><li>Instructional handouts at each podium </li></ul><ul><li>Quick response to technical problems </li></ul><ul><li>Forum of ideas about how to use technology constructively in teaching </li></ul><ul><li>Time to attend training sessions </li></ul><ul><li>More training sessions and workshops </li></ul><ul><li>Initial instruction by campus wide support group </li></ul><ul><li>A full time technical assistant </li></ul><ul><li>Regular maintenance </li></ul><ul><li>A phone in every technology classroom to technical support </li></ul><ul><li>More time to make decisions about technology purchases </li></ul>
  20. 20. Outcomes <ul><li>The majority of the faculty surveyed were familiar with the technology classrooms </li></ul><ul><li>Many faculty members cite access to the Internet as a major improvement in their teaching </li></ul><ul><li>Many faculty members are using PowerPoint in their lectures </li></ul>
  21. 21. Negative Aspects of Outcomes <ul><li>Some faculty members felt that the technology classrooms did not improve teaching </li></ul><ul><li>Some felt that students were being “PowerPointed” to death </li></ul><ul><li>Others had concerns that the technology classrooms were just glorified overheads </li></ul><ul><li>Many felt that funds are needed to maintain the technology classrooms </li></ul><ul><li>Physical issues exist </li></ul><ul><li>Many faculty members desire more training </li></ul>
  22. 22. Conclusions <ul><li>Faculty need additional support in using technology classrooms </li></ul><ul><li>New ways to allocate technology classrooms are needed </li></ul><ul><li>Faculty want more opportunities to share ways to use technology classrooms </li></ul>