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Surveys Related to Technology & Pedagogy

The following list of surveys that are available on the web is not exhaustive, but are some that we found interesting.Please feel free to contact Joni_Spurlin@ncsu.edu with information about other surveys of faculty or students that relate to use of technology to impact student learning.

• LITRE – Learning In a Technology Rich Environment –at NC State University evaluates the relationship between technology, pedagogy and student learning. Assessment activities include survey of the use of technology by faculty and students. The results and the surveys can be accessed at: http://litre.ncsu.edu/dfiles/assess.html
  
  
  • LITRE Assessment Activities:
    • Spring 2003 LITRE Faculty Survey
      http://www2.acs.ncsu.edu/UPA/survey/litre/facsurv03/
    • Report on the Spring 2003 LITRE Faculty Survey
      http://litre.ncsu.edu/fac_sur.pdf
    • LITRE Assessment Team Recommendations to the LITRE Steering Committee, August 2003 http://litre.ncsu.edu/committees/html_2.htm
      
      
  • Assessment Activities that Impact LITRE Efforts:
    • Report on the NCSU Spring 2003 Alumni Survey
      http://www2.acs.ncsu.edu/UPA/survey/reports/alum03/alum03toc.htm
    • Report on the NCSU 2003 Graduating Student Survey
      http://www2.acs.ncsu.edu/UPA/survey/reports/gss03/gss03toc.htm
      
      
  • ClassTech Surveys - ClassTech, an Information Technology Division support unit for classroom technologies at NC State University, evaluates the performance of the ClassTech Rooms – rooms outfitted with instructional technology - using a variety of metrics, including a user survey conducted at the end of the semester. The results of these surveys can be accessed at: http://www.ncsu.edu/classtech/survey_results/
    
    
• · The Strategic LMS Implementation Committee (SLIC) at NC State University, assesses the use of the learning management systems (LMS’s) with regard to faculty and students in an effort to improve the quality of teaching and learning, contain or reduce rising costs, provide greater access to higher education and to utilize learning-centered technologies to make instruction more convenient, accessible, and effective. The methodology, discussion and results are located at: http://zope.delta.ncsu.edu/portal/delta/slic/slic_committees/delta/slic/slic_committees/Assessment/



• Final Vista Pilot Assessment Report Fall 2004 Faculty Focus Groups
• Final Vista Pilot Assessment Report Fall 2004 Student Survey
• Final Vista Pilot Assessment Report Spring 2005 Student Survey ·



• Educause’s ELI is preparing a matching set of surveys for students and faculty.  Keep a watch on their website: http://www.educause.edu/content.asp?SECTION_ID=86 
  
  
• EDUCAUSE Center for Applied Research (ECAR) conducts national surveys.  See their site for more information: http://www.educause.edu/SurveyInstruments/1004


• · Survey of University of Michigan faculty on information-technology use and needs designed to provide information for the integration of information-technology into the work of the faculty.  Results of the survey are given, but not the survey itself. http://www.sis.pitt.edu/~jmgriff/survey3.htm


• · The University of Southern Mississippi conducted a survey regarding faculty’s use of technology, to provide evaluation data for existing technology grant projects, to develop needs assessment data for future grant proposals and to inform administrative decisions regarding support for use of instructional technology. The survey as well as the results can be viewed at: http://www.usm.edu/pubs/techsurvey/tsr.pdf#search='survey%20faculty%20technology%20use'


• · A study of Middle Tennessee State University’s faculty and students assessed the effectiveness of instructional technology by measuring its impact on the depth and breadth of content covered, studentperformance, and good teaching practices. The study was conducted consecutively for three years starting in 1998. The presentations that detail the methods, results and findings can be found at: http://mtsu32.mtsu.edu:11139/shows.html. 
  • The MTSU faculty IT survey (2000) can be found at: http://mtsu32.mtsu.edu:11139/instrument2000.html
  • The MTSU student IT survey (2001) can be found at: http://mtsu32.mtsu.edu:11139/2001ssinstrum.html


• · A study at the University of Washington assessed ways to remodel the architecture of the university to effectively integrate useful and desired technologies by conducting faculty and student focus groups as well as faculty and student surveys. The methods, results and discussion can be accessed at: http://depts.washington.edu/pettt/tech_report.pdf


• · A survey at Elon University was conducted to assess the perceptions and experiences of students towards the use of instructional technology in the classroom.  Of specific importance were the types of technology utilized in the college classes, students’ attitudes towards current and future levels of technology in the classroom as well as effective vs. ineffective use of technology by faculty members.  The results are summarized at: http://faculty.mckendree.edu/ATLAS/student_perceptions.htm


• · The University of California surveyed its faculty on the use of technology as a tool in instruction, with regards to - class management, communication with and between students, course preparation, and classroom instruction. The results in a graphical format can be viewed at: http://www.ucop.edu/planning/survey.html


• · University of Wisconsin conducted a Learning & Technology Faculty Focus Group as a part of the Outcomes Monitoring Instrument for the Laptop Assessment Program. The focus group questions, methodology and the results can be accessed at: http://www.uwstout.edu/bpa/ir/laptop/ltfacfoc04.pdf


• · Center for Instructional Technology – CIT – at Duke University, conducts surveys and studies to evaluate the use of instructional technology for its faculty and students and to generate ideas about how technology can improve learning.  The studies, methods and the results can be found at: http://cit.duke.edu/about/standard_reports.do


• · A study that examines the perceptions of faculty and students on the topic of technology integration in the teaching of courses at a Midwestern College of Education. The study includes research questions, methodology, discussion, results as well as the actual survey questions. http://www.ncolr.org/jiol/issues/PDF/1.2.5.pdf


• · University of Washington conducted a study to assess the use of technology by faculty to teach. The questions that were addressed were, if the faculty used technology, how they used it and what they intend to use it for in the future. The results of the survey can found at: http://www.washington.edu/computing/windows/issue26/survey.html


• · California State University conducted a baseline-study of its full-time faculty to assess the use and satisfaction with computing resources and services provided within the campus. The research questions were: 1) views about the importance of information technology; 2) perceptions about the availability to them of computing and network technologies and services; 3) use of these resources; and 4) satisfaction with the quantity and quality of the technology and support available to them through their campus. The methodology and results can be viewed at: http://its.calstate.edu/documents/Data_Collection/
  III_Biennial_Surveys/ Faculty/Faculty2000/MOS2_Supplement.doc


• · Penn State University’s Information Technological Services gathers information through the periodic development and deployment of surveys to faculty, staff, and students, in accordance with its goal to systematically transform the learning environment at Penn State. The results of the study can be accessed at:  http://tlt.psu.edu/surveys/survey_list.html
  • Faculty and TA Survey, Fall 2005 (PDF)
  • Student Survey, Spring 2005 (PDF)
  • Faculty and TA Survey, Spring 2004 (PDF)
  • Student Survey, Fall 2003 (HTML)
  • Part-Time Undergraduate Student Survey, Spring 2003 (HTML)
  • ANGEL Implementation Survey, Spring 2002 (HTML)
  • Faculty Survey, Spring 2002 (HTML) § Educational Computing Resources at Penn State, December 2002 (HTML)
  • Staff Survey, Fall 2001 (PDF)


• · The TLT – Teaching, Learning & Technology – Group has an award-winning program called the Flashlight Program.  The Flashlight tools, methods, training, consulting and external evaluation can be applied to all kinds of educational issues: course evaluation; benchmarking; rubrics for assessment; surveys of all types, feedback on workshops, controlling cost and stress relating to educational uses of technology. It is subscription based and can be accessed at: http://www.tltgroup.org/programs/flashlight.html


• · Texas Center for Educational Technology - TCET - nationally recognized for research and development in the area of educational technology, has a list of instruments for technology integration for K-12. http://www.tcet.unt.edu/research/instrumt.htm
  • NCRTEC – North Central Regional Technology in Education Consortium in conjunction with North Central Regional Educational Laboratory, have built a profile tool called Learning with Technology Profile Tool; which helps compare the current instructional practices with a set of indicators for engaged learning and high-performance technology. The tool can be accessed at: http://www.tcet.unt.edu/research/online/ncrtec.htm
  
  
  • The School Technology and Readiness Chart (STaR Chart), a self-diagnostic questionnaire, can be used to assess the progress of schools and districts in integrating technology into the curriculum. http://www.tcet.unt.edu/research/online/schart.htm
  
  
  • Stages of Adoption, is a self-assessment teacher tool to gauge the level of adoption of technology. http://www.tcet.unt.edu/research/online/stages.htm
  
  
  • Technology Integration Phases is a self-assessment tool to gauge a teacher's confidence level in the integration of technology into the classroom. http://www.tcet.unt.edu/research/online/phases.htm
  
  
  • The Snap-Shot survey is utilized to track growth of technology-use in the classroom by providing a snapshot of how the educator believes in technology and its prevalence. http://www.tcet.unt.edu/research/online/snapshot.htm
  
  
  • A questionnaire containing 29 items rated on a Likert scale, about classroom instruction and technology, is used to assess teachers’ view of technology and teaching.  http://www.tcet.unt.edu/research/online/views.htm