Assessing a Technology Initiative: Lessons Learned While Integrating Technology into Teaching and Learning.

This paper argues that the rapid increase in the use of technology in education has changed nearly every facet of the teaching and learning experience for both faculty and students. Meredith College in Raleigh, North Carolina, launched a technology initiative in 1999 that was designed to expand the use of technology as a communication and research tool for curricular, co-curricular, and community activities. At the same time, funds were set aside to support faculty enhancement. Fifty-one incoming freshmen, who were chosen to participate in a 2-year pilot program beginning in the fall of 2000, were given laptop computers and software applications. During the students’ second year, they worked on various technology projects with professors from different disciplines. The authors of this study include the following assessment activities/instruments in their paper: (1) minute paper; (2) preand post-Student Computer Usage Survey; (3) focus group study; (4) faculty feedback; ‘(5) Faculty Computer Usage Survey (6) qualitative responses on technology projects; and (7) IT Survey. Findings included: (1) more than two-thirds of the faculty respondents said they sometimes or often used computers in teaching; and (2) laptop students indicated that they increased their computer skills and worked more closely with teachers. Recommendations are included. Four of the research instruments are appended. (NB) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY O oo M TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (Z) Assessing a technology initiative: Lessons learned while integrating technology into teaching and learning U.S. DEPARTMENT OF EDUCATION Othce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) yThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Fernando S. Tiu, Ed.D. Assessment Coordinator and Research Analyst Office of Enrollment Planning and Institutional Effectiveness e-mail: [email protected] phone: 919-760-8009 Josephine P. Guglielmi, Ph.D. Professor of Mathematics Department of Mathematics and Computer Science e-mail: guglielmij @meredith.edu phone: 919-760-8480 W. Garrett Walton, Jr., Ph.D. Professor of English Department of English