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STUDENT PREFERENCES
AND EXPECTATIONS FOR
TECHNOLOGY IN THE
CLASSROOM
Steve Sosa
and Layne Nordgren
Instructional Technologies
Information & Technology Services
About Pacific Lutheran University
• Liberal Arts Emphasis
• Professional Schools
• Education
• Business
• Nursing
• Students - 3,500 FTE
• Faculty - 250 FTE
• Residential
In the Audience Today
Position
• Student
• Faculty
• Instructional Technologist
• Instructional Designer
• Librarian
• Administrator
• Other?
Institutional Affiliation
• K-12
• Small University
• Large University
• Other?
ABOUT THIS SESSION
About Perceptions and Expectations
• Faculty expectations
• Student expectations
• Inherent gap
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)
Let’s Define “Classroom”
• Classroom
• Confined space
• Limited access/availability
• Single location
• Engages students in the classroom
Let’s Define “Environment”
• Environment
• Limitless space
• Constant access, availability
• Multiple locations
• Engages the world around us
About Advancement of Knowledge
• Collect research
• Spot trends
• Analyze data
• MISO
• ECAR
• Foster better decision making
About Empowering Faculty
• Better at what they currently do
• Helping explore new techniques
• Partnering in technology integration
WHY SHOULD WE CARE
WHAT STUDENTS WANT?
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
THEY’RE JUST STUDENTS
(AFTER ALL)…
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...
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Classroom
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
BY THE NUMBERS
A Numeric Call to Action..?
Context
Context
When they come to the university…
• What devices to they bring?
• What are their perceptions and expectations about
technology for academic use?
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%
BYOE
Bring Your Own Everything
ECARDatafrom:ECARStudyofUndergraduateStudentsandInformationTechnology,2012.
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdfFigure4.p.13
12%
15%
33%
62%
86%
20%
9%
23%
58%
95%
40%
19%
64%
53%
88%
0% 20% 40% 60% 80% 100%
eReader
Tablet
Desktop
Smartphone
Laptop
MISO - PLU Faculty MISO - PLU Student ECAR Student
Device Ownership
Smartphones
replace phones
Laptops
replace
desktops
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure16,p.26
Trend Toward Mobility
= PLU Students
Device Importance & Use Trends
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure17,p.27
Use
Importance
ECAR:TheConsumerismofTechnologyandtheBYOEEraofHigherEducation.
http://net.educause.edu/ir/library/pdf/ERS1301/ERS1301.pdfFigure3,p.10
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure5,p.12
Devices Per Person
By 2014
students will
have nearly
4 devices
Devices Per Person?
How many of the following devices do you use?
• Laptop
• Smartphone
• Desktop
• Tablet
• eReader
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
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
Here’s the Class Welcome
Student Devices Receive…
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure18,p.28
Key BYOE Trends
• Laptops replacing desktops
• Smartphones replacing
cell phones
• Students bringing more
devices (favoring smaller
and more portable)
How will these
device trends affect
student expectations of
how they learn with
technology?
How will
institutions and faculty
respond to these
device trends?
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
Brainstorming Session: 10 Minutes
How will we respond to
student device trends?
1. Preferences for technology use
2. Challenges
3. Recommendations
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
WHAT DO STUDENTS
USE THEIR DEVICES FOR?
Personal and Academic
Technology Resources - Use & Importance
ECARStudyofUndergraduateStudentsandInformationTechnology,2013
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure4,p.10
2012: Greatest impact
on student success
Flattening = Saturation of use?
4.87
4.61
4.41
3.33
3.86
3.84
3.53
3.69
1 3 5
Email services
Wireless access
Sakai
Access online resources off-
campus
Use Importance
PLU MISO 2012 – Service Use & Importance
Smartphones & Academic Use - 2011
ECARStudyofUndergraduateStudentsandInformationTechnology,2011.
Infographic.
http://net.educause.edu/ir/library/pdf/ERS1103/EIG1103.pdf
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
Student Device Use
Student Device Use
Student Device Use
HOW DO STUDENTS
PERCEIVE TECHNOLOGY
AFFECTING THEIR
ACADEMIC SUCCESS?
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
Technology Helps Me…
(agree or strongly agree)
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
ECARStudyofUndergraduateStudentsandInformationTechnology,2012.
http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdfFigure9.p.24
Importance of Devices to
Academic Success Three Key Student Devices
forAcademic Productivity
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
Line between mobile
convenience and
productivity getting
blurry…
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
WHAT EFFECT DOES
TECHNOLOGY USE HAVE ON
STUDENT ENGAGEMENT?
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
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
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
WHAT COMMUNCATION
DO STUDENTS PREFER?
Technology Makes Me Feel
More Connected to…
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.Infographic.
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
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
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
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?
Communicate with These More...
ECARStudyofUndergraduateStudentsandInformationTechnology,2013.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure25,p.37
53%
45%
KEY TAKEAWAYS
Key Takeaways
Bring It On!
Students continue to bring their own technology
• More devices
• More mobile
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
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
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
HOW DO WE RESPOND
AS AN INSTITUTION?
Wifi Across Campus
Smart Classroom Initiatives
Fully Supported Help Desk
Examining Job Descriptions
Examining Technologies Available
Proposing Technology Adoption
Funding Key Technology
HOW SHOULD FACULTY
PREPARE?
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?
By Getting the Right Help
• Instructional Technologies Department
• Equipment checkout
• Software support
• Technology workshops
• Instructional design consultations
By Committing to Consultations
• Discuss unique, desired outcomes
• Overview of instructional technologies available
• Provide reality check
• Establish time commitments
By Providing Policies in Syllabi
• Appropriate use of technology
• Integration of social media
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
By Seeking Out Your Peers
• Office of Professional Development
• Peer Faculty Across Other Disciplines
INSTEAD OF CLARITY, WE
HAVE MORE QUESTIONS.
A Balancing Act
Learning Outcomes
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?
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?
NOW, IT’S UP TO YOU.
(By taking these questions back to your institution...)
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
THANK YOU.
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/

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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
  • 11. WHY SHOULD WE CARE WHAT STUDENTS WANT?
  • 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
  • 17. BY THE NUMBERS A Numeric Call to Action..?
  • 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%
  • 21. BYOE Bring Your Own Everything
  • 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?
  • 32. How will institutions and faculty respond to these device trends?
  • 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
  • 36. WHAT DO STUDENTS USE THEIR DEVICES FOR? Personal and Academic
  • 37. Technology Resources - Use & Importance ECARStudyofUndergraduateStudentsandInformationTechnology,2013 http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdfFigure4,p.10 2012: Greatest impact on student success Flattening = Saturation of use?
  • 38. 4.87 4.61 4.41 3.33 3.86 3.84 3.53 3.69 1 3 5 Email services Wireless access Sakai Access online resources off- campus Use Importance PLU MISO 2012 – Service Use & Importance
  • 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
  • 44. HOW DO STUDENTS PERCEIVE TECHNOLOGY AFFECTING THEIR ACADEMIC SUCCESS?
  • 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
  • 49. Line between mobile convenience and productivity getting blurry…
  • 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
  • 51. WHAT EFFECT DOES TECHNOLOGY USE HAVE ON STUDENT ENGAGEMENT?
  • 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
  • 66. HOW DO WE RESPOND AS AN INSTITUTION?
  • 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
  • 81. INSTEAD OF CLARITY, WE HAVE MORE QUESTIONS.
  • 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

  1. Show of hands…
  2. College students often come from technology-rich K-12 environments
  3. National survey – illuminate trendsSurvey of our students &amp; faculty - specificity
  4. ANIMATED
  5. ANIMATEDFocus on inflection points…
  6. ANIMATED
  7. ANIMATED
  8. Show of hands
  9. Animate highlighted top 2used and important for academic successNote flattening for saturation of use
  10. ANIMATED
  11. 70% from ECAR 2012
  12. 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
  13. ANIMATE
  14. 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.
  15. 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
  16. Student preferences and expectations with institutional readiness and learning outcomes