Instructional technology, often referred to as informational technology, continues to evolve at an increasing rate of growth. Some technologies are used by faculty and/or students simply because they are new technologies. In some cases technologies rise quickly as fads and are adopted early only to fade in their importance and use later. The integration of these technologies into instruction can be costly to the university in areas of implementation, effective instruction, training, and sustainability. For this reason a study was conducted that would provide data from the perspective of Texas A&M University-Commerce faculty and students.
The 2010 version of the “Students and Information Technology in Higher Education” survey developed by the Educause Center for Applied Research (ECAR) was administered to A&M-Commerce students and faculty during the time period of November 09, 2010 to December 17, 2010. The same ECAR survey was administered nationally by ECAR in 2010. The survey included questions regarding the ownership, experience, behaviors, preferences, and skills of both students and faculty with respect to information technology (IT) to determine its use and application in creating technology-rich academic learning spaces that engage students in learning.
It was anticipated that the investigation would provide valuable information for the University, especially to the Distance Education and Instructional Technology departments allowing for more data driven decision making concerning needed infrastructure, support and training, and the technological direction for future growth of online, web-enhanced, and blended courses.
A&M-Commerce findings were compared with those reported by ECAR. This Key Findings document provides an overview of the findings. The findings were also presented at DigiFaire on campus in March of 2011.
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