A Laptop Survey at a Pennsylvania College

DESIGNING A LAPTOP SURVEY AT A PENNSYLVANIA COLLEGE: A PRECURSOR TO INTRODUCING INNOVATIVE TECHNOLOGIES

W. R. Eddins, York College of Pennsylvania

ABSTRACT How should one introduce an innovative technology into the classroom? This paper presents research that explores the introduction of innovative technologies such as laptop computers into the instructional environment of a college. A survey based upon Rogers’ theory of innovation diffusion is proposed as a framework to initiate the process and to promote faculty acceptance of change in the classroom.

INTRODUCTION (Laird & Kuh March 2005), that students’ final How does one introduce an innovative exam grades increase when using a high quality, instructional technology (IIT) such as laptop feature rich, sophisticated IIT (Gold July 2004), computers, handheld devices, a course that students in a distance education course out management system, or a collaborative learning perform those taking a traditional course environment to an institution of higher education (Shachar & Neumann October 2003), and that and enhance instructional effectiveness? An IIT students using an online IIT made better first is any technology that is novel, possibly semester grades than those in a traditional course transformative in nature, and is used by faculty (Lynch January 2002). On the other hand, other for instructional purposes. Other examples of studies report that students using web-based IIT include a math emporium, a prototype of a materials had the same outcome as those using a laptop classroom, a studio layout of a computer traditional textbook (Press 2005), that students in lab, student centered and hybrid learning spaces, a web-based statistical course received similar and clustered or theatre-in-the-round classrooms grades as those in an online course (McLaren (Dittoe 2002). Regrettably, IIT often are Spring 2004), that students in a microeconomics implemented without an assessment of the course did significantly worse in a virtual IIT impact of the technology on instructional environment than those in a traditional or live effectiveness. course, and that students learn better through human interaction and that computer-based This is an important question to institutions feedback does not positively influence learning of higher education. First, the cost of (Mandernach January 2005). In summary, many information technology (IT) is a significant researchers question the effectiveness of IIT in percentage of the institutional budget of higher delivering positive student outcomes (Russell education. IT is the basic infrastructure that 1999). supports IIT, such as networks, servers, and support staff. IT cost can range from $1 million The last motivation for the question bears on to $3 million for almost one third of institutions the nature of the studies reporting on the to over $17 million for about 17 percent of effectiveness of IIT in higher education. institutions. In 2003 the median cost of IT was According to Phipps and Merisotis (1999) many $3 million. See Table 1 for a breakdown of the studies of effectiveness of IIT are flawed due to costs of IT by type of educational institution failure to control for extraneous variables, lack of (Goldstein 2004). random selection of subjects, the questionable validity and reliability of evaluation measures, The second motivation for this question is and failure to control for the emotional reaction the effectiveness of IIT. While there has been a of both faculty and students to IIT. They state great deal of research into the effectiveness of further that research designs emphasize certain IIT such as long distance education individual courses at the expense of the (Russell 1999), research into digital forms of IIT outcomes of an academic program. Combine the is not unanimous in its effectiveness. There is poor design of some of the studies with the research of positive effectiveness that indicates importance of properly assessing outcomes for that students who use IT have beneficial reporting to accreditation organizations and one educational experiences leading to student- recognizes that this is an area rich in research centered learning and high faculty interaction opportunities (Characteristics of Excellence in and professional discipline had diminished. Higher Education 2006). Barak, Lipson, and Lerman (Spring 2006), however, had mixed findings. Students had a DISCUSSION positive attitude about the use of wireless The discussion has four sections. The first laptops, but had a less positive attitude about section presents an overview of research into the actively contributing to in-class activities. effectiveness of laptops in institutions of higher Overall, they felt that the experience enhanced education. The second section discusses student centered and exploratory learning, and research in the adoption of innovative IT and a interactions with students and teachers, but challenge to change the approach of that conceded that laptops could be a source of research. The third section describes Rogers’ distraction. Finally, Sahin and Thompson (2006) (2003) theory of the diffusion of innovation. The provide a methodology to obtain information fourth section presents Rogers’ model of the about faculty members’ needs of instructional diffusion of technical innovations and makes a development prior to implementing IIT. case that the elements of his definition can direct IIT research. There are surprisingly good examples of outcomes-based empirical research in laptop Research into Laptop Outcomes effectiveness in k-12 education. Brooks, Miles, Many institutions of higher education are Torgerson and Torgerson (June 2006) examined adopting laptop computers at an astonishing rate. the use of laptop software to deliver spelling Weaver and Nilson report that about 180 literacy training to 11-12 year old students. universities were adopting laptops in 2005. While they found no significant difference Clemson University anticipated that faculty between laptops and traditional techniques and would devise methods to use the laptops in the that reading seemed to suffer from usage of the classroom in an effective manner (Weaver & laptop software, the study is well-designed. Nilson Spring 2005, p3). They report that Grant, Ross, Wang, and Potter (2005) report on faculty members were skeptical of the mandate ubiquitous computing using laptops in fifth grade to use laptops because of a negative perception courses. Results showed that teachers had a of the utility of laptops. Even so, experience positive reaction to the technology and that showed Weaver and Nilson that laptops can teacher preparation facilitated student centered enhance student outcomes. For instance, 61% of learning. students felt they were more engaged using laptops, 86% of faculty agreed students were Much of the literature on laptop outcomes in more engaged, 48% of students reported learning higher education is constructive or exploratory in more, and 75% of faculty agreed that students nature. For instance, Prescod (2003) shares the learned more. An important conclusion from this initial findings of a longitudinal study of study is that faculty must be prepared for undergrads using laptops while sharing no innovative technologies via a development empirical findings. Lansari and Al-Rawi (2007) program, for instance, in order for IIT to be describe an outcomes based IT curriculum that successful. used laptops. Tubaishat and Bhatti (2006) report on a laptop based learning environment that they There are examples of outcomes-based felt alleviated cultural, gender-based barriers to research in IIT that apply empirical techniques. education. They also felt that the IIT improved Tan and Morris (2005) developed a usage metric motivation, confidence, communication skills, using a survey of undergraduate students that and encouraged collaboration. showed that they can achieve lifelong learning behaviors. The behaviors included ongoing Research in Innovative IT formal learning in business topics, time Research in the adoption of innovative IT is management, and managing family and careers; often based upon the Technology Acceptance informal learning in personal development; and Model (TAM) first proposed by Davis et al professional learning in career related subjects. (1989). TAM describes how users come to Finn and Inman (Spring 2004) report a survey of accept a novel technology such as a software alumni who had used laptops while in they were package, an operating system, or a computer undergrads in college. They showed that the device such as a laptop. TAM states the experience resulted in a positive change in conditions under which a user will adopt an attitude and that the digital divide based upon sex innovative IT. Thus, IT researchers who employ TAM to explore why users adopt an IT policy that did not arise from a clearly innovation assume they need to elicit thought out educational objective, and that explanations about two theoretical constructs: the laptops were a distraction in class when 1. Why the user believes the innovation is students surfed the internet or read email useful. during lectures, or used the internet to cheat 2. Why the user believes the innovation is during exams. easy to use.  Complexity – faculty may not have felt prepared using laptops and that laptops Benbasat and Barki (April 2007) have would require additional hours for course criticized research in innovative IT for over preparation. reliance on TAM because it is too narrowly  Trialability – faculty may have been focused. In their article, they reference Rogers fearful of technical glitches that cause work (2003) the originator of the theory of diffusion of to be lost. innovation, i.e. diffusion theory to argue that this  Observability – faculty did not see area of research should be expanded. For sufficient research by their peers that laptops example, Rogers proposes that an innovation has enhance learning. at least five attributes or theoretical constructs. In addition, Rogers also describes the adoption Weaver and Nilson recount several process of an innovation. Benbasat and Barki’s initiatives that were enacted to support the critique of Davis’ TAM theory concludes that thoughtful adoption of laptops such as pilot TAM too narrowly focuses a researcher of studies, identification of early adopters and innovative IT on perceived usefulness and ease professional development of faculty who were of use. The next section discussed Rogers’ enthusiastic of laptops, personal incentives and attributes of innovations in relation to laptops. recognition. As a result, benefits were realized such as shifts in teaching style from traditional Rogers’ Attributes of an Innovation lectures to a student centered approaches that Rogers (2003) identifies five attributes of an fostered in-class interaction, participation, innovation. A full consideration of these collaboration, and hands on exercises. Faculty attributes has the potential to broaden the field of members were encouraged to share their IIT research. The attributes follow. experience and coauthor papers, create  Relative advantage – the extent to presentations for conferences, and collaborate to which the innovation is better than prior produce cross-discipline assignments. Students practice. and faculty alike reported more engagement,  Compatibility – the extent to which the improved faculty-student interaction, and more innovation fits the culture of a social system. convenience to students in finding information  Complexity – the extent to which the from the network and uploading or downloading innovation is seen as difficult to learn or use. assignments to the network.  Trialability – the extent to which the innovation may be experimented with little Finally, new forms of learning took place at or no negative consequences. Clemson. They included novel data collection  Observability – the extent to which the techniques, student self-assessment via practice innovation is transparent to peers in a social tests, student research opportunities via the system. internet, simulation exercises, and student collaboration. The next section continues the Weaver and Nilson (Spring 2005) give discussion of Rogers’ diffusion theory of examples where a laptop mandate when initially innovation to ask how one might introduce IIT. implemented violated the principles of Rogers’ attributes of an innovation. Rogers’ Diffusion Model  Relative advantage – faculty perceived Rogers defines diffusion as “the process in laptops as not much different than desktops, which an innovation is communicated through that laptops may be a passing fad, and that certain channels over time among the members laptops were an unnecessary expense to of a social system” (Rogers, 2003, p. 5). There students. are several implications for research into the  Compatibility – faculty perceived that adoption of an IIT such as laptops in this the laptop mandate was an administrative definition. Rogers focuses on four elements of diffusion: the innovation, the communication five categories. The adopters from earliest to channel, time, and the social system. latest are innovators, early adopters, early majority, late majority, and laggards. See Figure The attributes of an innovation provide 1. Obviously, a researcher in IIT would be research opportunities in improving the rate of interested in the characteristics of faculty who adoption of IIT. Administrators may ascribe to would be laptop innovators and early adopters. laptops a relative advantage for reducing the cost The researcher also may want to know what of lectern style presentation systems often called software they would want to use, what special “smart classrooms.” The laptop can replace the needs they would have of the IT department, and standalone computer in the smart classroom what their perception of IT services are. A resulting in cost savings. According to Benbasat particularly interesting question might be how and Barki (April 2007), IT artifacts such as cost this group can assist the institution in achieving savings are an important element in IIT research. critical mass and lift the majority of faculty to a Also, the instructor may attribute a personal student-centered approach to teaching. Another advantage to laptops in the classroom because question concerns the bumps along the way that the instructor will know where the files are might impede the early majority from adopting located on the laptop, what programs are laptops. available on the laptop, and how the laptop will behave during lectures. Possibly more The final construct of Rogers’s definition of importantly, as the innovation is applied in diffusion is the social system of the adopters. practice and research confirms positive Rogers discusses social learning theory and outcomes, opportunities to work smarter will compares it to aspects of diffusion theory. Both become apparent. For instance, the first theories stress the importance of information approach to integrating laptops into the interchange between peers concerning innovation classroom may be to use them as devices to in order to achieve faculty learning. Both enhance lecturing, especially if all of the students theories examine the links between peers as do not have laptops. However, Weaver and important conduits for behavioral change. These Nilson (Spring 2005) propose that the most theories provide IIT researchers with beneficial impact of laptops occurs when the opportunities to explore the relationships instructor changes the style of learning from between faculty members who experience traditional lecturing to collaborative, student- laptops in the classroom with faculty who have centered techniques. Rogers calls this process not had those experiences. Other questions that re-invention. This process would be of interest might be explored are the nature of the to a researcher in IIT. experience of faculty members in the same department and faculty members in other The second theoretical construct in Rogers’ disciplines. This could possibly result in novel definition is the communication channel. An interpretations and applications of concepts area of research here might be the circumstances related to student-centered learning. that cause an innovation to reach critical mass. Rogers’ defines critical mass as the point where Finally, in light of diffusion theory one may an innovation becomes self sustaining. He gives consider strategies to enhance the adoption of examples of innovations that matured slowly laptop and new teaching strategies. Hall and because the channel was not available to enough Elliot (2003) cite the 1998 National Survey of users to reach critical mass, such as the telephone Information Technology in Higher Education as and the fax. On the other hand, the cell phone a motivation for their paper. They state that reached critical mass quickly because they could many institutions face difficulty in supporting connect to the existing hardwired network. A faculty who incorporate IIT such as the internet researcher interested in IIT and communication into their courses. Strategies which they report channels might be interested in the impact of that speed the adoption of laptops and student- advanced data communications topics such as centered learning follow. wireless networks and protocols, IP enabled  Initially identify and appeal to opinion systems, or Internet 2. leaders and faculty with a technical background. The third construct in Rogers’s definition is  Ease the transition between early time. Rogers classifies adopters of innovations adopters to early majority adopters. based upon when they adopt an innovation into  Convince late majority and laggards by  Provide experience to the IRC in peer pressure. outcomes assessment techniques.  Publicize and reward early laptop projects that achieve effective progress.  Do not over-sell new IIT.  Demonstrate that new IIT are compatible with many teaching styles, including traditional lectures.  Provide training and course development using IT staff and peer faculty members.  Ease slowly into IIT by means of pilot studies, demonstrations, and phased implementation.

CONTEXT AND SURVEY DESIGN The college in this study is a medium sized liberal arts institution with a professional emphasis located in south central Pennsylvania. One of management’s strengths at the college is consensus building and planning. This has resulted in long-range plans for the college, IT, library services, and other learning resources. In addition, the college has an Instructional Resources Committee (IRC) that is actively engaged in suggesting and evaluating plans, policies, and procedures to effectively apply learning resources in the academic curricula of the college. The college has an office of Institutional Research and Outcomes Assessment.

The IRC was given the task to develop supporting materials for a pilot project to explore the effectiveness of laptop technology and the potential impact of laptop technology on institutional resources. Management will implement the pilot project in the fall semester of 2007. This paper was written in support of that task. The pilot project will have several components including a pre/post survey to explore the time dimension, a letter to faculty who will participate in the project, materials required by the Institutional Research Committee to do human research, and an analysis and written evaluation of the data collected. Given the research as reported above, the objectives of the survey were as follow.  Recognize and publicize laptop and teaching innovations in the classroom.  Identify potential IT support issues related to training and faculty development.  Aid in planning and institutional research associated with teaching technologies. Section 4 asks whether the participant feels A brief discussion of the survey follows. there are limitations to access to computers, Two resources were found to be very helpful in software, and support. This section is designed the construction of the survey (Sahin & to explore the level of access to instructional Thompson 2006, and Mitra et al 1999). Since technology. the survey will track the change over time in use of laptops and the impact on teaching and Section 5 asks what are the respondents’ institutional resources, it will be administered opinions regarding the impact computers have on during the summer and fall of 2007 and again instruction. This section is designed to explore during the summer and/or fall of 2008. Since the advantages or disadvantage that laptops as faculty members have a dedicated desktop innovations might bring to the classroom. computer in their office, a major change to explore is the experience of faculty who will Section 6 asks the participants how they feel convert from desktop computers to laptop about the support received from the IT computers. department and colleagues. This section is designed to explore the IT support provided by The survey can be found in Appendix B. management and the social support provided by Section 1 of the survey addresses faculty their peers. members current use of software applications on their desktop computers and Section 2 address Section 7 asks the user to classify herself their expected use of software applications on according to Rogers’ categories of adopters. laptops. Both of these sections are designed to This section will classify respondents and explore the potential innovative impact of possibly identify leaders who can serve as a laptops. fulcrum for introducing future innovations.

Section 3 asks the participant where Section 8 asks for demographic information computers are used. This section is designed to from the participant. explore the mobile nature of laptops and the advantages or disadvantages that mobility might CONCLUSION provide. Indeed, the survey is long. Automation or online entry will be very important for data collection. However, the major question related to the success of this survey is faculty acceptance of the importance of this research. Hopefully, faculty will agree that this survey will be an important first step in the process of examining the impact of IIT in the classroom and using that experience to become better teachers and a better institution.

BIBLIOGRAPHY

Barak, M., A. Lipson, and S. Lerman. (Spring in Online Classes.” The Journal of Educators 2006). “Wireless Laptops as Means for Online, Volume 1, Number 1. Promoting Active Learning in Large Lecture Halls.” Journal of Research on Technology in Goldstein, P.J. “Information Technology Education. Volume 38, Number 3. Funding in Higher Education.” Research Study from the EDUCASE Center for Applied Benbasat, I. and H. Barki. (April 2007). “Quo Research. Downloaded from vadis, TAM?” Journal of the Association for http://www.educause.edu/ir/library/pdf/ers0407/r Information Systems. Volume 8, Issue 4, Article s/ers0407w.pdf on June 14, 2007. 3, pp. 211-218. Downloaded on June 20, 2007 from http://jais.aisnet.org. Grant, M. M., S. M. Ross, W. Wang and A. Potter. (2005) “Computers on wheels: an Brooks, G., J. N. V. Miles, C. J. Torgerson, and alternative to ‘each one has one.’” British D. J. Torgerson. (June 2006). “Is an Journal of Educational Technology. Vol. 36, No. intervention using computer software effective in 6, pp 1017-1034. literacy learning?” A randomised controlled trial. Educational Studies. Vol. 32, No. 2, pp. Hall, M. and K. M. Elliot. (2003). “Diffusion of 133-134. Technology Into the Teaching Process: Strategies to Encourage Faculty Members to Brown, B. W. and C. E. Liedholm. (May 2002). Embrace the Laptop Environment.” Journal of “Can Web Courses Replace the Classroom in Education for Business. July/August. Principles of Microeconomics?” American Economics Review 92, p444-448. Laird, T. F. N., and G. D. Kuh. (March 2005). “Student Experiences with Information Characteristics of Excellence in Higher Technology and Their Relationship to Other Education: Eligibility Requirements and Aspects of Student Engagement.” Research in Standards for Accreditation. (2006) Down Higher Education, v46, n2, p211-233. loaded from http://www.msche.org on June 12, 2007. Lansari, A. and A. Al-Rawi. (2007). “Using an Outcomes-Based Information Technology Davis, F. D., R. P. Bagozzi and P. R. Warshaw Curriculum and an E-Learning Platform to (1989). “User Acceptance of Computer Facilitate Student Learning.” Issues in Technology: A Comparison of Two Theoretical Informing Science and Information Technology. Models.” Management Science. 35(8), 982- Volume 4. Downloaded on June 20, 2007 from 1003. http://proceedings.informingscience.org/InSITE2 007/IISITv4p461-471Lans361.pdf. Dittoe, W. (2002). “Innovative Models of Learning Environments.” New Directions for Lynch, T. (January 2002). “LSU Expands Teaching and Learning. No. 92, Winter 2002. Distance Learning Program Through Online Wiley Periodicals, Inc. Learning Solution.” T.H.E. Journal, pp.47-48.

Dodd, A. H. (2004). “Accreditation as a Catalyst Mandernach, B. J. (January 2005). “Relative for Institutional Effectiveness. New Directions Effectiveness of Computer-based and Human for Institutional Research.” No. 123, Fall 2004. Feedback for Enhancing Student Learning.” The Wiley Periodicals, Inc. Journal of Educators Online, Volume 2, Number 1. Finn, S. and J. G. Inman. (Spring 2004). “Digital Unity and Digital Divide: Surveying McLaren, C. H. (Spring 2004). “A Comparison Alumni to Study Effects of a Campus Laptop of Student Persistence and Performance in Initiative.” Journal of Research on Technology Online and Classroom Business Statistics in Education. Volume 36, Number 3. Experiences.” Decision Sciences Journal of Innovative Education. Volume 2, Number 1. Gold, S. S. (July 2004). “The Effect of Software Facilitated Communication on Student Outcomes Mitra, A., T. Steffensmeier, S. Lenzmeier and A. Office of Instructional Telecommunications, Massoni. (1999). “Changes in Attitudes Toward North Carolina State University. Computers and Use of Computers by University Faculty.” Journal of Research on Computing in Sahin, I. and A. Thompson. (Fall 2006). “Using Education. Fall 1999, Volume 32, Number 1. Rogers’ Theory to Interpret Instructional Computer Use by COE Faculty.” Journal of Phipps, R. and J. Merisotis. (1999). “What's the Research on Technology in Education. Volume Difference? A Review of Contemporary 39, Number 1. Research on the Effectiveness of Distance Learning in Higher Education.” Institute for Shachar, M. and Y. Neumann. (October 2003). Higher Education Policy, Washington, DC. “Differences Between Traditional and Distance Downloaded on June 19, 2007 from Education Academic Performances: A meta- http://www.ihep.org/Pubs/PDF/Difference.pdf. analytic approach.” International Review of Research in Open and Distance Learning, Prescod, F. (2003). “Meeting the Challenges of Volume 4, Number 2. the 21st Century: Examining the Impact of the Laptop Teaching/Learning Environment on Deep Tan, C. L. and J. S. Morris. (2005). and Surface Learners - Initial Findings.” “Undergraduate College Students, Laptop Information Systems Education Journal, 1 (29). Computers, and Lifelong Learning.” The Journal Downloaded on June 20, 2007 from of General Education. Vol. 54, No. 4. http://isedj.org/1/29/ISEDJ.1(29).Prescod.pdf. Tubaishat, A. and A. Bhatti. (2006). “ICT Press, L. (2005). “A Modular, Web-based Experiences in Two Different Middle Eastern Introductory Programming.” Downloaded on Universities.” Issues in Informing Science and June, 18, 2007 from Information Technology. Volume 3. http://bpastudio.csudh.edu/fac/lpress/articles/draf Downloaded on June 20, 2007 from ts/ modulepaper.htm. http://proceedings.informingscience.org/ InSITE2006/IISITTuba153.pdf. Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press. Weaver, B. E. and L. B. Nilson. (Spring 2005). “Laptops in Class: What Are They Good For? Russell, T. L. (1999). The No Significant What Can You Do with Them?” New Directions Difference Phenomenon. Chapel Hill, NC: for Teaching and Learning. No. 101, Wiley Periodicals, Inc. APPENDIX A

Type of Institution Cost of IT ($M) Associate Degree 3.25 Bachelor 2.59 Master 5.76 Doctor 28.7 Specialized 6.59 Table 1 – Cost of IT by Type of Institution (Goldstein 2004, p44)

Figure 1 - Rogers' Adopter Curve (Wikipedia.org June 21, 2007) APPENDIX B – LAPTOP/DESKTOP SURVEY

Please provide the last four digits of your employee identification number (or some other code that you can remember for the post survey):

|____|____|____|____|

Section 1: Level of Current Computer Desktop Use Instructions: for each of the software applications below rate your current level of computer desktop use for instructional purposes (preparing lessons, delivering lessons, or to evaluate, communicate or keep grade records). Place your answer in one of the right-most columns by making an “X.” Use the following definitions for your answers. Never means you do not use the software application. Rarely means you use it once a semester. Sometimes means once a month. Often means once a week. Very Often means daily use. Descriptions or uses of each application are given in parentheses next to the application. s r y n n l e e I use the following application … e e e t t v r m f f e i a t O O N

e R y m r o e S V

1) Word Processing (i.e., creating, storing, retrieving, formatting, spell-checking, and printing electronic text) 2) Spreadsheets (i.e., manipulating, organizing, and entering formulae and numbers) 3) Database Management (i.e., designing, creating, updating, and querying data stored in a relational format) 4) Classroom Management (i.e., online grade books, and course management systems such as Blackboard and/or WebCT) 5) Graphics (i.e., storing and/or manipulating picture, diagrams, graphs, symbols or other electronic images) 6) Presentation (i.e., create or manipulate slide-based presentations for public consumption) 7) Authoring (i.e., create interactive multimedia or computer-based training programs) 8) CD-ROM, DVD, or Web-based Interactive Content (i.e., maps, dictionaries, or geographic information systems) 9) Website Design Software (i.e., create and update html pages including text, graphics, or multimedia) 10) Email (i.e., sending, receiving, and organizing electronic messages) 11) Internet Content (i.e., browsing, searching, observing content on the World Wide Web) 12) Data Analysis Software (i.e., using statistical techni-ques to describe, analyze, or interpret numerical data) 13) Simulations and Games (i.e., creating an environ-ment that models a system or provides entertainment) 14) Collaboration software (i.e., chat, discussion boards, and instant messaging) 15) Tutorials (i.e., using software that explains concepts, or uses exercise and practice techniques) 16) Discipline-specific Programs (i.e., software used primarily in your academic discipline) 17) Windows Operating System

18) Macintosh Operating System

19) College portal

20) Other:

Section 2: Expected Level of Laptop Use Instructions: for each of the software applications below rate your expected level of laptop use for instructional purposes. s r y n n l e e I use the following application … e e e t t v r m f f e i a t O O N

e R y m r o e S V

1) Word Processing (i.e., creating, storing, retrieving, formatting, spell-checking, and printing electronic text) 2) Spreadsheets (i.e., manipulating, organizing, and entering formulae and numbers) 3) Database Management (i.e., designing, creating, updating, and querying data stored in a relational format) 4) Classroom Management (i.e., online grade books, and course management systems such as Blackboard and/or WebCT) 5) Graphics (i.e., storing and/or manipulating picture, diagrams, graphs, symbols or other electronic images) 6) Presentation (i.e., create or manipulate slide-based presentations for public consumption) 7) Authoring (i.e., create interactive multimedia or computer-based training programs) 8) CD-ROM, DVD, or Web-based Interactive Content (i.e., maps, dictionaries, or geographic information systems) 9) Website Design Software (i.e., create and update html pages including text, graphics, or multimedia) 10) Email (i.e., sending, receiving, and organizing electronic messages) 11) Internet Content (i.e., browsing, searching, observing content on the World Wide Web) 12) Data Analysis Software (i.e., using statistical techni-ques to describe, analyze, or interpret numerical data) 13) Simulations and Games (i.e., creating an environ-ment that models a system or provides entertainment) 14) Collaboration software (i.e., chat, discussion boards, and instant messaging) 15) Tutorials (i.e., using software that explains concepts, or uses exercise and practice techniques) 16) Discipline-specific Programs (i.e., software used primarily in your academic discipline) 17) Windows Operating System

18) Macintosh Operating System

19) College portal

20) Other:

Section 3: Frequency of Computer Use Instructions: for each of the items below rate how often you have computer access for instructional purposes. s r y n n l e e I use computers for instructional purposes… e e e t t v r m f f e i a t O O N

e R y m r o e S V

1) In my office. 2) In most classrooms where I teach. 3) In my home. 4) In a computer lab. 5) In a library or media center. 6) Other:

Section 4: Access Limitations to Computers Instructions: for each of the items below rate the extent to which you think the following factors limit your access to computers for instructional purposes. Place your answer in one of the right-most columns by making an “X” under the option that most closely matches your level of agreement or disagreement. l e e e e a e e e I feel that I am limited in access to computers for e r r r r r t g g g g instructional purposes because… u a a e A A s s

i i N y l D D

g y n l o g r n t o S r t S 1) Not enough computers. 2) Not enough computer licenses. 3) Outdated or incompatible computers. 4) Outdated or incompatible software. 5) Unreliable computers and/or software. 6) Lack of appropriate instructional software. 7) The Internet is not easily accessible. 8) Lack of support regarding ways to integrate computers into the curriculum. 9) Lack of technical support. 10) Lack of time in schedule to use computers for instructional purposes. 11) Lack of training on existing computers and software. 12) Other:

Section 5: Your Attitude to the Use of Computers Instructions: for each of the items below rate your attitude toward computers as tools for instructional purposes.

l e e e y a e e e l r r r r g t g g g n u a e A A o s

i r N y t l D S g e n e o r r g t a S s s i D 1) I think that using computers improves the quality of teaching I do. 2) I think that using computers fits well with the way I like to teach. 3) I think that learning to use computers is easy for me. 4) I feel comfortable using computers. 5) Computers make learning easier and more efficient. 6) I prefer to deliver lessons using computers. 7) The use of email gives me easier access to colleagues, administrators, and students. 8) I am fearful about computer use. 9) I expect all faculty members to use computers for instruction. 10) Computer use increases my usual workload. 11) My students expect me to use computers for instruction. 12) Other:

Section 6: Your Feeling Concerning the Support You Receive Instructions: for each of the items below rate your feelings about the IT support that you receive to use computers for instructional purposes.

l e e e y a e e e l r r r r g t g g g n u a e A A o s

i r N y t l D S g e n e o r r g t a S s s i D 1) I have had a great deal of opportunity to try various computers for instructional purposes. 2) In the college, many people use computers for instructional purposes. 3) I have access to consistent hardware and software updates. 4) I receive timely technical support and maintenance of computers. 5) I have access to workshops and/or training on computer use. 6) Overall, the administration feels that computers are important for instructional purposes. 7) My colleagues provide assistance with hardware and/or software updates and/or technical support. 8) My colleagues discourage computer use. 9) My colleagues share information and ideas about computer use. 10) My colleagues make an example of a good model of computer use. 11) When learning new uses of computers, I prefer one-on-one assistance from undergraduate students. 12) The administration provides adequate support in terms of computer accessories. 13) I feel that the current computer rotation policy which changes out computers every three years is appropriate. 14) Other:

Section 7: Your First Use of Computers for Instructional Purposes Instructions: choose one of the items below to describe your use of computers for instructional purposes. Best Describes Me 1) I was using computer technology for instructional purposes before my colleagues were using computer technology for instructional purposes. 2) I became one of the first faculty members to use computer technology for instructional purposes, because of the success of other colleagues. 3) I was not one of the first faculty members in the college to begin using computer technology for instructional purposes, but used it ahead of most of my colleagues. 4) I used computer technology for instructional purposes later than most of my colleagues. 5) I was among the latest faculty at my institution using computer technology for instructional purposes. 6) I have not used computer technology for instructional purposes.

Please give a reason for the category you selected in the space below: Section 8: Your Demographic Information Instructions: please answer the following demographic or general questions by circling the best answer. 1) What is your gender? 6) What is your age?

Female Male 20-29 30-39 40-49

50-59 Over 59 2) What is your academic rank? 7) Including the current year, how many years have you been teaching in higher Lecture/instructor Associate Prof. education?

Assistant Prof. Full Professor 1-5 6-10 11-15

16-20 Over 20 3) What is your department? 8) Including the current year, how many years have you been using computers in 1 - Beh. Science 6 - His. & Poly. general?

2 - Bio. Science 7 - Mus. Art & Com. 1-5 6-10 11-15

3 - Bus. Admin. 8 - Nursing 16-20 Over 20

4 - Education 9 - Phy. Science

5 - Eng. & Hum. 10 - Schmidt Lib. 4) Do you have a computer at home? 9) What is the average number of students that you teach in one semester? Yes No 1-50 51-100 101-150

151-200 Over 200 5) Do you have a computer in your office? 10) How many graduate students do you currently supervise? Yes No 0 1-2 3-4

5-6 7 or more 11) If you have any other comments regarding faculty use of computers for instructional purposes, please give them here.