Survey Results
Edward Nuhfer--CU-Denver
Doris Carey--CU-The Springs
Robin Harvan--CU-Health Sciences
Tim Neese--CU-Bolder
Professors' responses (430) from the University of Colorado System produced surprising agreement between all four campus on a 100-question survey on use of technology (Figure 1), despite the very different missions at each campus. The survey revealed what faculty now use, what they aspire to use, what outcomes they wish to have occur, how they want to be trained, and what barriers now prevent them from meeting their aspirations.

Figure 1. Faculty responses on scale of 4.0 to numbered survey items provided ib Tables 1a & 1b.

CU's use of technology appears greater than the national averages (as reported by The 1995 National Survey of Desktop Computing in Higher Education K. C. Green - Campus Computing Project, Encino, CA). Over 80% of CU classes (Table 1a, items 11-30) employ some form of technology for teaching, primarily word processing for preparing class materials, followed by E-mail and Web use for aiding discussions and obtaining information. Wiring of classrooms lags behind wiring of offices, so use of key tools decreases from office to class-prep to in-class use Table 1a, items 1-30. CU's least-used technology is multi-media software and CD-ROM materials. Only a few faculty currently teach total distance-learning classes (Table 1a, items 31-40), and these professors tend to use standard AV materials such as overheads and videos, and to use E-mail for contact with individual students.

Current publications on technology tend to stress use of multimedia tools and the Web, but the survey revealed that many faculty desire formal training in use of simple, common programs such as spreadsheets, CD-ROM materials, and illustration and presentation software (Table 1a, items 41-50; Table 1b, items 51-60). Most faculty are self-taught on these tools and wish to learn how to use the tools more effectively.

The areas of highest interest are outcomes that (Tables 1a,1b—items 61-80) stem largely from good teaching practices. Faculty want to know how to choose technology that is appropriate for their classes, how to use technology to promote active learning, and to have a support network on campus to help them in their utilization. Faculty most want students to know the information systems of their disciplines, to be able to think critically in order to make good use of information, and to be satisfied with their learning experiences.

Faculty prefer training (Table 1b, items 81-90) from: (1) a technology office established on their own campus, (2) summer workshops lasting several days, (3) occasional 1-day intensive workshops, and (4) workshops provided to their own departments. They least favor training through formal courses and teleconferences.

The primary barriers faculty perceive (Table 1b, items 91-100) are (1) inequities of access to computers among students enrolled in courses that utilize technology, (2) lack of classrooms that are equipped to teach in with technology, and (3) lack of training. Few respondents cited fear of technology as a barrier. Rather, faculty interest is high to learn and to use the new instructional opportunities provided by the technologies.

Table 1a. Survey items 1-50 of 100-point survey provided to full-time faculty of the four University of Colorado System institutions in 1996. "Used by" is sum of percent responses to "heavy use" and "occasional use" options; "infrequent use" responses were not included. "Interest by" is the sum of percent responses to "heavy interest" and "moderate interest" options; "slight interest" responses were not included.

Present professional use in office
1 Used by 93% Word processing
2 Used by 61% Spreadsheets, statistical, graphing or other quantitative software packages
3 Used by 39% Drawing, drafting, or other illustration software
4 Used by 21% Desktop publishing software
5 Used by 37% Presentation software
6 Used by 87% E-mail access
7 Used by 63% Internet access
8 Used by 54% World wide web access
9 Used by 11% Authoring software for creating multi-media presentations
10 Used by 23% CD-ROM-based books, references, or other supporting materials

Used for class preparation
11 Used by 86% Word processing
12 Used by 37% Spreadsheets, statistical, graphing or other quantitative software packages
13 Used by 29% Drawing, drafting, or other illustration software
14 Used by 13% Desktop publishing software
15 Used by 29% Presentation software
16 Used by 43% E-mail access
17 Used by 30% Internet access (text-based)
18 Used by 28% World wide web access (text, graphics, multi-media)
19 Used by 7% Authoring software for creating multi-media presentations
20 Used by 13% CD-ROM-based books, references, or other supporting materials

Direct use in-class
21 Used by 82% Standard classroom AV-aids (overheads, 35mm slides, videotapes)
22 Used by 16% Presentation software (images projected directly by computer)
23 Used by 18% Discipline-specific software
24 Used by 11% Drawing, drafting, or other illustration software
25 Used by 32% E-mail for discussions between or with students
26 Used by 15% Internet access (text-based)
27 Used by 16% World wide web access (text, graphics, multi-media)
28 Used by 8% Networked computers in classroom
29 Used by 3% Authoring software used by students
30 Used by 4% Authoring software for creating tests taken by students

Used in distance learning classes (only taught by a small % of faculty)
31 Used by 4% Studios to assist in training for teaching by TV
32 Used by 2% Software/hardware for teaching on net or web
33 Used by 6% E-mail for discussions between or with students
34 Used by 9% Standard classroom AV aids (overheads, 35mm slides, videotapes)
35 Used by 3% Presentation software
36 Used by 2% Discipline-specific software
37 Used by 1% Authoring software for creating tests taken by students
38 Used by 1% Authoring software for delivering multi-media to remote sites
39 Used by 2% Networked computers at distance site where students interact with instructor
40 Used by 2% Cameras for computers that permit two-way communication with students

Aspirations to learn (more) tools for teaching
41 Interest by 51% Word processing for producing class materials
42 Interest by 41% Spreadsheets for managing classes
43 Interest by 55% Drawing, drafting, or illustration software
44 Interest by 53% Desktop publishing
45 Interest by 60% Presentation software
46 Interest by 48% E-mail for obtaining information
47 Interest by 48% E-mail for student access to professor
48 Interest by 42% E-mail for on-line discussions with students
49 Interest by 51% Internet access to discipline discussion groups
50 Interest by 60% World wide web access for information for self

Table 1a. Survey items 1-50 of 100-point survey provided to full-time faculty of the four University of Colorado System institutions in 1996. "Used by" is sum of percent responses to "heavy use" and "occasional use" options; "infrequent use" responses were not included. "Interest by" is the sum of percent responses to "heavy interest" and "moderate interest" options; "slight interest" responses were not included.
Aspirations to learn (more) tools for teaching (continued)
51 Interest by 61% for world wide web access for students
52 Interest by 62% for world wide web access as source of materials
53 Interest by 34% for delivering a course by internet or web
54 Interest by 32% for delivering course by television
55 Interest by 55% for obtaining and using ancillary materials on CD-ROM
56 Interest by 43% for mastering statistical or numerical analysis software
57 Interest by 41% for authoring software for creating multi-media lessons
58 Interest by 34% for software for creating examinations that students take via computer
59 Interest by 26% for authoring software that students use to create in-class presentations
60 Interest by 33% for discipline-specific software

Outcomes desired for self from training in use of technology
61 Interest by 69% to know when/what extent technology should be used
62 Interest by 64% to understand goals, purposes, contexts behind teaching with technology
63 Interest by 69% to know how to access whether a technology is desirable for my course
64 Interest by 64% to know ways to use technology to establish dialogue
65 Interest by 73% to know ways to use tech. to promote active learning
66 Interest by 64% to know ways to use technology to teach from unifying concepts
67 Interest by 63% to know ways to use technology to present varying points of view
68 Interest by 65% to know how different learning styles can be addressed through technology
69 Interest by 76% to know who on campus can support me in my use of technology
70 Interest by 67% to know how to assess extent to which technology resulted in student learning

Outcomes desired for students as result of employing technology in teaching
71 Interest by 70% that students know the information systems of their disciplines
72 Interest by 73% that students can organize and use information
73 Interest by 72% that students can think critically to distinguish information quality
74 Interest by 60% that students can use appropriate presentation technology
75 Interest by 64% that students can use web/net to consult with experts in their discipline
76 Interest by 56% that students can work effectively as team member through technology
77 Interest by 64% that students can use technology to increase employability prospects
78 Interest by 52% that students have appropriate social skills for networks
79 Interest by 63% that students have adequate vocabulary for word searches for information
80 Interest by 64% that students express high levels of satisfaction with my course(s)

How faculty wish to receive training
81 Desire by 75% for establishment of technology training office
82 Desire by 59% for intensive summer workshop provided days to a week
83 Desire by 63% for occasional (1-2X per term) one-day workshops
84 Desire by 36% for weekly lunch-time brown-bag training sessions
85 Desire by 44% for intensive weekend workshops (1-2X per term) during school year
86 Desire by 20% for formal course two -60 -minute sessions/week
87 Desire by 27% for formal course - one 2-hr session/week
88 Desire by 22% for teleconferences - or /term
89 Desire by 60% for departmental workshops in own department
90 Desire by 57% for training from videotapes

Barriers faculty perceive as keeping them from enacting their aspirations
91 Barrier to 50% is classrooms inadequate - lack facilities to teach in with technology
92 Barrier to 28% is office/department computer inadequate
93 Barrier to 15% is offices not wired for net/web
94 Barrier to 41% is adequate hardware but lack software
95 Barrier to 42% is no convenient training
96 Barrier to 39% is lack of time to learn technology
97 Barrier to 6% is fear that technology will be awkward & lead to lowered student ratings
98 Barrier to 10% is fear that technology will reduce student learning
99 Barrier to 15% is fear that own style of teaching is not suited to delivery through technology
100 Barrier to 50% is fear of unequal student access to computers will lead to class inequities

Table 1b. Survey items 51-100 of 100-point survey provided to full-time faculty of the four University of Colorado System institutions in 1996. "Interest by" is the sum of percent responses to "heavy interest and "moderate interest" options; slight interest responses were not included. "Barrier to" is the sum of percent responses to "insurmountable barrier" and "serious handicap" options; "slight inconvenience" responses were not included.
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