Technology as a Catalyst for Change Dr. Jacqueline Johnson Vice President of Academic Affairs Matt Wagner Director – Teaching and Learning with Technology Center

Overview of eBVyou Wireless laptop initiative Resources + Faculty Development = Richer Learning Environment Create a UBIQUITOUS learning environment –Remove ALL barriers to instructional technology –Everyone, Everywhere, Anytime! Consistent with BVUs mission

Rationale Preparing students for leadership and service in an information-driven, global society Extend and deepen human communication channels Facilitate creative connections while developing knowledge Encourage learning outside the classroom Integrate theory into practice

Implementation Timeline Spring 1998 –Began with faculty development –Strengthened technology infrastructure Summer 1998 –Began building technology-equipped classrooms –Piloted laptops to half of the faculty Fall 1998 –Discussed how technology fit with mission –Determined importance of universal access Spring 1999 –eBVyou approved by Faculty Senate, Student Senate, and Presidents Council

Implementation Timeline Summer 1999 –Teaching and Learning with Technology Center (TLTC) established –ALL faculty given laptops Fall 1999 –Final approval by Board of Directors –Formed key partnerships with technology vendors (laptops, wireless, etc.) Summer 2000 –Built wireless network Fall 2000 –Distributed laptops to 1,250 students and 80 faculty

Transforming the Learning Environment Embracing the catalyst –Faculty confidence –University support Social Constructionist vs Technological Determinist Dynamic process Time to move beyond infrastructure Time to move beyond infrastructure (Nardick, 2002)

Ongoing Assessment Student evaluation –eBVyou survey (spring 2002 & spring 2003) –Focus groups (spring 2002 & spring 2003) Faculty roundtables Usage statistics Measuring educational impact?

Comparing tech-enhanced to courses using no technology 50% or more reported Positive or Very Positive Differences for: –contact with professors –spend time with other students on course related materials –Discuss, write, and think about course material in depth (49%) –receiving prompt feedback from professors –exploring course materials in a variety of ways –demonstrate learning in many different ways

Comparing tech-enhanced to courses using no technology 50% or more reported Positive or Very Positive Differences for: –present work in many different ways –communicate with people outside the University on course content (49%) –learn technology related skills –observe and record my own progress –engage in activities beyond the classroom that enrich course activities –constructively critique others' work

Comparing tech-enhanced to courses using no technology 50% or more reported Positive or Very Positive Differences for: –engage in a process of correction and improvement –be directly involved with discovering knowledge –take responsibility for individual learning –actively seek meaning for course content not fully understood –produce work shared with multiple audiences –access materials related to course content

Selected Additional Comments Communication and Engagement I love online discussion boards when used to supplement classes. They really allow us to apply the material to our own lives. I love teachers who make themselves available to their students by getting on MSN… Again, discussion boards are a great way to get us thinking about class topics and materials! I wish more classes would find ways to incorporate the laptops, esp. for those of us who are more visual learners… too much emphasis has been placed on electronic communication. focus needs to be shifted to the value of face-to-face conversations… Computers are very beneficial when they are used to model a certain subject in a class.

Selected Additional Comments PowerPoint Poisoning I hate when professors only use powerpoints during their lectures. Powerpoint lectures are awful. Get us involved. We can read powerpoints all by ourselves now that we are in college. Let us do some serious analytical thinking! Don't bore us with basics on powerpoints--make us know powerpoints by required reading. Sometimes, professor's use of power point in lectures is superfluous or unnecessary.

Selected Additional Comments Educational vs Personal Use I would assume that, by far, virtually all of the students on campus use their laptops for msn and far more than all other, more useful sources, put together. These are the best aid tools we can have. They are also the death of innovative, impromptu thought and active discovery on this campus in and out of the classroom. Make no mistake, these laptops are entertainment and communication devices, way more so than they are educational tools. Technology integration in classes is wonderful, but when not being integrated, computer use should be discouraged, if not forgotten.

Selected Additional Comments Distractions Have found that I am doing much better in classes where my computer is not allowed, compared to classes that allow my computer. It is an easy distraction. I have never had a class in which the use of the laptop made any sort of major differences. In most classes, it only provided a distraction because of msn or … The laptops are bad for education, as well as personal relationships in college - its sad. …but every classroom I have been in where laptops are allowed has proven to be a hindrence rather than an exciting tool for learning. …I have found laptops don't allow full student participation, barricade any student to student contact before classes, and make the classroom much more boring. …I do concede laptops are a wonderful asset to our university, in the classroom they impede the process of learning.

Lessons Learned (Insights) Would we do it again? Absolutely! What would we do the same? –The implementation timeline –Involving the community –Developing solid support structures What can we improve? –More focus on information literacy –Institutionally recognized incentives for faculty –Consider ethical computing and social issues

Questions