PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Classroom
1. STUDENT PREFERENCES
AND EXPECTATIONS FOR
TECHNOLOGY IN THE
CLASSROOM
Steve Sosa
and Layne Nordgren
Instructional Technologies
Information & Technology Services
2. About Pacific Lutheran University
• Liberal Arts Emphasis
• Professional Schools
• Education
• Business
• Nursing
• Students - 3,500 FTE
• Faculty - 250 FTE
• Residential
3. In the Audience Today
Position
• Student
• Faculty
• Instructional Technologist
• Instructional Designer
• Librarian
• Administrator
• Other?
Institutional Affiliation
• K-12
• Small University
• Large University
• Other?
5. About Perceptions and Expectations
• Faculty expectations
• Student expectations
• Inherent gap
6. About Technology In the Classroom
“PLU professors are committed to a teaching and learning
environment that introduces students…to search for truth.”
(Core Elements in Lutheran Higher Education)
7. Let’s Define “Classroom”
• Classroom
• Confined space
• Limited access/availability
• Single location
• Engages students in the classroom
8. Let’s Define “Environment”
• Environment
• Limitless space
• Constant access, availability
• Multiple locations
• Engages the world around us
9. About Advancement of Knowledge
• Collect research
• Spot trends
• Analyze data
• MISO
• ECAR
• Foster better decision making
10. About Empowering Faculty
• Better at what they currently do
• Helping explore new techniques
• Partnering in technology integration
12. Why Should We Care?
• Part of our contract
“…I will do what I see will be needful, advantageous, and wholesome
for my neighbor.”
“…profound commitment to the common good.”
• Better educators, innovators, and role models
• It can make a difference
14. Defining Attributes
• Empowered individuals with entire world at their fingertips
• Connected 24x7
• They collectively write, share, collaborate, and rate the
world around them
• They are experts at finding solutions...
16. We Could Learn From Them
• Strong sense of community
• Their community is local and global
• Know people sometimes better online than in real life (IRL)
• Technology is a naturally integrated part of their lives
• Promised, “There’s an app for that.”
• They expect it
19. Context
When they come to the university…
• What devices to they bring?
• What are their perceptions and expectations about
technology for academic use?
20. Technology Survey Comparisons
• 220 Institutions (2013)
• Across Carnegie classes
• 112,000+ Undergraduates
• No PLU students
• 98 Institutions (2005-2014)
• Primarily liberal arts
• PLU Undergraduates
• 25% sample, ~ 700
• Participation in 2012: 60.3%
24. Device Importance & Use Trends
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure17,p.27
Use
Importance
26. Devices Per Person?
How many of the following devices do you use?
• Laptop
• Smartphone
• Desktop
• Tablet
• eReader
27. Horizon Report 2013
• Time to adoption horizon: < 1 year
• Tablet Computing
• iPad 85M in 2013 to 377M in 2016
• Apps
Notability
http://www.nmc.org/pdf/2013-horizon-report-HE.pdfp.15
28. Horizon Report 2013
• Time to adoption horizon: 4-5 years
• Wearable Technology
• SixthSense
• Memoto lifelogging camera
• Google Glasses
http://www.nmc.org/pdf/2013-horizon-report-HE.pdfp.32
29. Here’s the Class Welcome
Student Devices Receive…
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure18,p.28
30. Key BYOE Trends
• Laptops replacing desktops
• Smartphones replacing
cell phones
• Students bringing more
devices (favoring smaller
and more portable)
31. How will these
device trends affect
student expectations of
how they learn with
technology?
33. Brainstorming Session: 10 Minutes
How will we respond to
student device trends?
Self Select into Teams
• Faculty
• IT & Classroom Support
• Institution/Administration
Define Group Roles
• Recorder
• Reporter
34. Brainstorming Session: 10 Minutes
How will we respond to
student device trends?
1. Preferences for technology use
2. Challenges
3. Recommendations
35. Extracting Meaning from Data
“Contextualizing the findings
is an institution-specific undertaking
in that unique institutional cultures
and priorities affect the answers…”
ECAR Study… 2013 p. 8
One Size Does Not Fit All…
• Benchmark key data of relevance to institution
• Survey and watch trends
• Incorporate actions into tactical and strategic plans
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfp.8
39. Smartphones & Academic Use - 2011
ECARStudyofUndergraduateStudentsandInformationTechnology,2011.
Infographic.
http://net.educause.edu/ir/library/pdf/ERS1103/EIG1103.pdf
40. Smart Phone In-Class Use (if allowed)
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigures19&20,p.29-30
Uses Barriers to Use
45. Learning Environments
70%
of students say they learn most
in blended learning environments
“When it comes to modality, college students seem to
recognize effectiveness when they see it.”
ECAR… 2013
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfp.15
46. Technology Helps Me…
(agree or strongly agree)
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
48. Technology Resources Wish List
• Anytime, anywhere
access to course
materials
• Leveraging use of
mobile devices
72%
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure13,p.22
50. CAR Study of Undergraduate Students and Information Technology, 2011.
http://net.educause.edu/ir/library/pdf/ERS1103/EIG1103.pdf
Access to Resources and Progress Reports
Easy to track my academic progress
Helps me know how I am doing
Gives me access to resources
Easier to get help when I need it
Average Agreement with Statements
52%
Makes Students More Efficient
Helps me do my work faster
Allows me to produce higher-quality work
Efficient way to store examples of work
Makes college easier44%
Facilitates Connecting with Others
Feel connected to other students
Feel connected to professors/staff
Feel connected to what's going on
Gives me access to experts in my field35%
Makes Learning More Engaging and Relevant
Learning more creative
Learning more fun
Extends learning beyond classroom
Prepares me for workforce44%
Four Factors for Academic Success
52. Active Involvement
54% of students say they
are more actively involved in
courses that use technology
ECAR Study of Undergraduate Students and Information Technology, 2012. Infographic
http://net.educause.edu/ir/library/pdf/ERS1208/EIG1208.pdf
53. Students who agree or strongly agree
that their instructors deliver these benefits:
ECARStudyofUndergraduateStudentsandInformationTechnology,2011.
Infographic.
http://net.educause.edu/ir/library/pdf/ERS1103/EIG1103.pdf
Engaging Students with Technology
76% Extends learning beyond the classroom
72% Control of my own learning
67% Makes learning more creative
66% Better prepares me to enter workforce
46% Makes learning more fun
54. Student Wish List for
Instructor’s Technology Use
ECARStudyofUndergraduateStudentsandInformationTechnology,2012.
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdfFigure3.p.11
Near bottom of
importance list
56. Technology Makes Me Feel
More Connected to…
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
57. Engaging Students with Technology
60% of students prefer
to keep their academic and
social lives separate
“…even though students use a technology regularly as part of
their everyday lives, it does not mean that they want the same
technology integrated into their academic lives”
1.ECARStudyofUndergraduateStudentsandInformationTechnology,2012.
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdfp.25
2.ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
58. Social Networks and Academics
ECARStudyofUndergraduateStudentsandInformationTechnology,2012.
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdfFigure10.p.26
57%
60%
Not so comfortable
connecting with
professors
Comfortable
connecting with
other students
59. Questions for Social Media
57%
60%
Facebook
Would a dedicated “page” help engagement?
Twitter
Could news feed be embedded elsewhere?
LinkedIn
How should faculty recommend students?
60. Communicate with These More...
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure25,p.37
53%
45%
62. Key Takeaways
Bring It On!
Students continue to bring their own technology
• More devices
• More mobile
63. Key Takeaways
Students Are Shrewd
Technology Consumers
Students have strong and positive perceptions about how
technology benefits them
75% say technology helps them achieve
their academic outcomes
ECARStudyofUndergraduateStudentsandInformationTechnology,2012.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1208/EIG1208.pdf
64. Key Takeaways
Mix It Up!
Blending modalities and using technology to engage
learners is a winning combination
70% of students said these are the
environments in which they learn most
ECARStudyofUndergraduateStudentsandInformationTechnology,2012.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1208/EIG1208.pdf
65. BYOE Opportunities/Challenges
• Increasing student engagement with technology
• Extending the classroom to anytime, anywhere
• Making campuses desirable places to engage with
technology and technology-enabled learning
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
75. By Questioning the Status Quo
How Do I…to How Should I?
• How do I define student success?
• How do I create an environment which fosters student success?
• How do I reach students beyond the classroom?
• How do I provide access to the syllabus, course materials, and
resources?
• How do I keep students engaged, even years after
the class is over?
• How do I capture great lectures, guest speakers, and
student presentations?
• How do I share my teaching, my research, and
exceptional student work with the entire world?
76. By Getting the Right Help
• Instructional Technologies Department
• Equipment checkout
• Software support
• Technology workshops
• Instructional design consultations
77. By Committing to Consultations
• Discuss unique, desired outcomes
• Overview of instructional technologies available
• Provide reality check
• Establish time commitments
78. By Providing Policies in Syllabi
• Appropriate use of technology
• Integration of social media
79. By Partnering w/Instructional Technologies
• Support in course design
• Support in content creation
• Solutions to showcasing student work
• Full use of Google Apps, Sakai, and much more
80. By Seeking Out Your Peers
• Office of Professional Development
• Peer Faculty Across Other Disciplines
83. Asking the Right Questions
Faculty
1. Does this change the requirements for my assignments?
2. Does this change the format I accept for submission?
3. Am I providing all content in the best format?
4. Do I encourage device use in the classroom?
84. Asking the Right Questions
Administration
1. What happens when an entire class connects at the same time?
2. How do multiple devices authenticate?
3. Do we need to provide power at every desk?
4. How does projection occur from portable devices?
5. Standards?
6. Policy?
7. Privacy?
8. Security?
9. How does FERPA play into
mobile devices?
85. NOW, IT’S UP TO YOU.
(By taking these questions back to your institution...)
86. It’s Up To You…
• Remember that data is compiled from multiple institutions
• Your institution is unique
• Your culture is unique
• Institutional priorities affect your answers
• Remember that one size does not fit all
88. Resources
• ECAR Study of Undergraduate Students & Information Technology, 2013.
http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013
• ECAR Study of Undergraduate Students & Information Technology, 2012.
http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012
• ECAR Study of Undergraduate Students & Information Technology, 2011
http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-
2011-report
• ECAR: The Consumerism of Technology and the Bring-Your-Own-Everything (BYOE)
Era of Higher Education.
http://net.educause.edu/ir/library/pdf/ERS1301/ERS1301.pdf
• MISO Survey
http://www.misosurvey.org/
• NMC Horizon Report: 2013 Higher Education Editionhttp://www.nmc.org/publications/2013-horizon-
report-higher-ed
• The Wild-Card Character of “Bring Your Own” Educause Review March/April
2013http://net.educause.edu/ir/library/pdf/ERM1321.pdf
• Seven Principles at WPI: Technology as a Lever
http://wp.wpi.edu/atc-ttl/2012/02/09/seven-principles-at-wpi-technology-as-a-lever/
Notas del editor
Show of hands…
College students often come from technology-rich K-12 environments
National survey – illuminate trendsSurvey of our students & faculty - specificity
ANIMATED
ANIMATEDFocus on inflection points…
ANIMATED
ANIMATED
Show of hands
Animate highlighted top 2used and important for academic successNote flattening for saturation of use
ANIMATED
70% from ECAR 2012
Tech has a democratizing effectBy providing access to info on demandThe effect can be harnessed when “access to info” is streamlined THEORETICALLY creating a scenario where students have more time to “use the info”75% say tech helps them achieve their ac outcomes, 75% say it preps them for future ed plans, 63% say it prepares them for the workforceWinning tech trifecta:Laptops – to producePrinters – review and submitThumb drives – to transport and share
ANIMATE
Explaining how factor analysis was used to identify benefits of technology in academic success:A statistical technique used to reduce a large number of attributes into a smaller set of “factors” based on response patterns.A factor consists of a number of attributes that are rated in a similar way.Factor analysis is extremely useful when dealing with a very large number of attributes that would be cumbersome to analyze individually.The names of the factors are subjective and are intended to describe the common theme shared by all of the attributes within that factor.
ANIMATEDStudents want to interact with instructors using direct forms of interaction (f2f, email) and the cms/LMSEven students for who have taken online courses 8 out of 10 say F2F interaction is very/extremely importantDon’t know if they consider f2f as physically f2f or f2f 1:1 interaction remotelyEmail provides a passive, but highly documentable way to connect with instructorsEmail topped this list in 2011…didn’t ask about F2F
Student preferences and expectations with institutional readiness and learning outcomes