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ERIC Number: ED564479
Record Type: Non-Journal
Publication Date: 2014-Jul
Pages: 58
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Study of Faculty and Information Technology, 2014
Dahlstrom, Eden; Brooks, D. Christopher
EDUCAUSE
In this inaugural year of the faculty technology study, EDUCAUSE Center for Analysis and Research (ECAR) partnered with 151 college/university sites yielding responses from 17,451 faculty respondents across 13 countries. The findings are exploratory in nature, as they cover new ground to help us tell a more comprehensive story about technology experiences and expectations in higher education. ECAR's annual student technology study gives us the student perspective, the EDUCAUSE Core Data Service gives us the institutional perspective, the ELI Content Anchor Survey gives us the teaching and learning community perspective, and the EDUCAUSE Top 10 IT Issues list gives us the IT leadership perspective about what matters most so that we can optimize the impact of information technology in higher education. The results of the faculty study are connected to these other resources throughout the report to provide a multidimensional perspective about the meaning and potential impact of the findings. The broad thematic message with regard to faculty's view of technology is one of promise and opportunity. Faculty are clearly dedicated to using technology in innovative ways that will support student learning. They are also open to professional development opportunities to help them incorporate technology more and more effectively into their classes. IT units must find the sweet spot that connects the interest and motivation that technology inspires in faculty with the opportunities for faculty to grow their own practice. IT leaders and staff can provide strategic and tactical forms of support, respectively, both of which are necessary to bridge the gaps between available technologies and the application of these technologies into teaching and learning practices. The following are appended: (1) Participating Institutions; and (2) Validity and Reliability of Semantic Differential Constructs.
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Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: EDUCAUSE Center for Analysis and Research (ECAR)