EDUCATIONAL TECHNOLOGY WHITEPAPER

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1 EDUCATIONAL TECHNOLOGY WHITEPAPER Educational Technology Roundtable Members: Ben Hockenberry (Lavery Library), Michael Allington (OIT), Charlene Smith (WSON), Joellen Maples (SoE), Vivek Dave (WSOP), Carolyn Vacca (SAS), Jeremy Sarachan (SAS), Lawrence Fouraker (SAS), Todd Sodano (SAS), David Pate (SAS), Thomas Martin Key (SoB), Nicholas Leifker (SoB), Katie McDonald (Office of Academic Affairs)

2 Table of Contents ABOUT... 3 CURRENT STATE... 4 Services... 4 Classrooms... 7 Educational Technology Usage Summary... 8 Detailed Usage Statistics SUMMARY OF SCHOOL TECHNOLOGY TRENDS Drivers for Use of Educational Technologies Trends in Technology Use Across Campus Barriers to Technology Use INSTITUTIONAL TRENDS & OPPORTUNITIES Current Trends One - Two Year Timeframe Three - Five Year Timeframe APPENDICES SCHOOL & LAVERY LIBRARY TECHNOLOGY REPORTS Lavery Library Appendix A Ralph C. Wilson, Jr. School of Education Appendix B School of Arts & Sciences Appendix C Wegmans School of Nursing Appendix D Wegmans School of Pharmacy Appendix E

3 ABOUT The Educational Technology Roundtable was created as an interdisciplinary group to discuss the current use of educational technologies at St. John Fisher and to identify common themes regarding the needs and uses of technology looking into the future. The Roundtable is made up of representatives from each of the five schools, Lavery Library and OIT. The creation of the Educational Technology White Paper by the Roundtable aligns directly with goal one of the College s Strategic Plan. Goal one includes a number of tactics addressing pedagogical and student support intended to promote effective teaching and learning. The seventh tactic called for the development of an educational technology plan that would inform the College s planning and budgeting processes. This white paper is not intended to make specific planning and budget recommendations for specific technologies, but to share the common trends and discussions from faculty across campus that may help to inform future planning decisions as appropriate. 3

4 CURRENT STATE The following content aims to provide evidence of the current state of educational technology use on campus. This includes both the use of services, classroom spaces and education technologies. Educational technologies are defined as both hardware and software tools used in the design, delivery and assessment of courses at St. John Fisher College. Wherever possible, we have tried to show the trends in usage over time to provide a reference point for evaluation. SERVICES Below you will find a summary of the services offered by OIT and the Educational Technologist, including individual support through the OIT Help Desk, group workshops and individual consultations. The OIT Help Desk provides support to faculty, staff and students on a variety of technologies and services. The Help Desk is the main avenue of support on campus for technology related questions. Below is a summary of OIT Help Desk tickets received per semester since the summer of 2011, including help requests, purchase requests and project request tickets. Help Request Tickets: when a faculty, staff or student contacts the OIT Help Desk asking for assistance with one of the services OIT provides or technologies OIT supports. A Purchase Request: when a faculty or staff contacts the OIT Help Desk for a technology purchase (i.e. printer, camera, laptop, etc.). A Project Request: when an outside department contacts OIT to help with a technology project. OIT Help Desk Tickets Help Requests Purchase Requests Project Requests Help Requests Purchase Requests Project Requests Figure 1: Services - OIT Help Desk Tickets 4

5 Workshops are sessions that are held on a given topic for a large group of attendees. Session topics are general in nature, but can be customized for individual requests. Workshops can be delivered to a given department or group of faculty or open for anyone on campus to attend. Workshops also include presentations to specific classes on a given technology students will be using in their coursework. Technology Training Workshops Classroom Presentadons Department Requests General Figure 2: Services - Workshops 1-1 Consultations are defined as meetings held either 1-1 or with small groups (usually of three or fewer faculty/staff) on a given topic determined by the requester and customized to match their specific needs. These sessions can include technology training as well as discussions on pedagogical topics including course design, delivery and assessment techniques. Only appointments that last longer than 30 min. are tracked below. Conversations by phone, or face- to- face that are shorter than 30 minutes are not tracked. 1-1 Consultation - Technology Training Sessions Grand Total % of Total Blackboard % Online % Qualtrics % Collaborate % Echo360 Personal Capture % eportfolio % Students with Disabilities % Support/Training Microsoft Office Product % Training Educational Technology % General ipad % Technology Resources % SmartBoard Training % Banner Basics % 5

6 iphone % New Student Orientations % Turnitin % Getting to Know Windows % New Faculty Training Sessions 2 2 1% SameTime Unyte % Echo360 (L101) 1 1 0% Faculty Website 1 1 0% Training/Support Google Docs 1 1 0% ITEC Training 1 1 0% Vision % Windows 8 - Sneak Peak 1 1 0% Grand Total Figure 3: Services Consultations * Workshops and consultations listed above were offered by either: o Robin Schmid, Training Support Specialist, Office of Information Technology o Katie McDonald, Educational Technologist, Office of Academic Affairs 6

7 CLASSROOMS All of the classrooms on campus (101 rooms) have ITEC stations (projector, computer, DVD, control system) installed. This includes both standard ITEC stations and touch screen ITEC stations. Some classrooms have both of these options available. Some classrooms have additional features including document cameras, interactive whiteboards and lecture capture. For a detailed list of equipment available in classrooms, please visit: services/oit/media/itech.dot 120% 100% 80% 60% 40% 20% 0% % of Classrooms with Classroom Technologies Available 100% 50% ITEC Room Document Camera 21% Power Screen 12% Interacdve Board 18% 16% SMART Podium Lecture Capturing In addition to the use of technology within the classrooms spaces on campus, there has been recent growth in the interest and implementation of active learning classrooms. We define active learning classrooms as those that are student centered, integrated, interactive and flexible learning spaces. We currently have active learning classrooms in the following locations: 1 classroom in Salerno Building (203) 1 classroom in Wegmans School of Pharmacy (132) Figure 4: Classrooms 7

8 EDUCATIONAL TECHNOLOGY USAGE SUMMARY Technology Description Audience Usage Blackboard Blackboard Collaborate Echo360 Lecture Capture Echo360 Personal Capture Ensemble EvaluationKit The course management system used as an online platform for the dissemination of content, communication among class members and the submission and grading of student work. The web conferencing tool used for synchronous communication, including audio, video, screen sharing and whiteboard functionality. Lecture capture tool used in a variety of classroom spaces on campus to record live class sessions for later viewing by students and faculty. Personal recording software available on faculty office computers to create pre- recorded videos for students to watch outside of class time. Video management software that allows for the storage, organization and sharing of video materials with users. Online course evaluation tool, integrated directly into Blackboard, used for online course evaluations only. All Faculty Online courses only WSoP WSoN SoB All by request (mobile cart) All Faculty All Faculty Online courses only 67% of all courses in the Spring of 2013 actively used at least one tool in Blackboard. 19 courses used Collaborate in the 2013 summer semester. 38 automatically scheduled classes in the Fall 2013 semester. Over 27,000 views of recordings to date in faculty with Echo360 Personal Capture installed. 2,352 files stored with a total of 6620 views. Used by 100% of online courses since Fall 2012 evalue Assessment, course evaluation and preceptor tracking tool used within the Wegmans School of Pharmacy WSOP Used by 100% of WSOP courses and faculty ExamSoft Computer- based exam management software used within the Wegmans School of Pharmacy to administer all course exams. WSOP Used by 100% of WSOP courses and faculty Google Sites (eportfolios) Google Drive Vision Classroom Management Software Qualtrics Student Response Systems The platform used by students and faculty to create electronic portfolios of their course work and achievements. eportfolios can be share with those inside and outside the Fisher community. Part of the Google platform that provides access to tools like Google Docs, Spreadsheets, Forms, etc. Vision classroom computer management software gives instructors the ability to share student screens with the whole class, as well as monitor student computers in a classroom lab environment. The campus supported survey tool available for faculty, staff and student surveys if monitored by a faculty member. Surveys can be administered to both internal and external audiences. Student response systems, also known as clickers, provide the instructor the ability to collect, evaluate and record responses from everyone live in class. All Faculty & Students All Faculty & Students Available in all teaching computer labs on campus (K059, K061, K054, N308, N207, A009, S103, S003) All Faculty, staff and students (with faculty support) SoAS WSoP WSoN All by request 394 Google Sites tagged as eportfolios as of 10/14/13 1,988 active users of Google Drive as of 10/10/13 *Usage statistics not easily tracked 960 new surveys created from 10/ /2013. *Usage statistics not easily tracked 8

9 Tablets Includes both ipads and Android tablets. In most cases purchased through specific projects or initiatives with the school or department. Turnitin provides faculty with a web- based plagiarism prevention service, class management tools, and digital grading. Submitted papers are Turnitin compared for matches or similar text in the repository and results are made available in an easy to read Originality Report. Figure 5: Educational Technology Usage Summary WSOP - all faculty (50 ipads) SoE - 17 ipads in Literacy Center Biology Dept. - 2 faculty w/ Android Tablets for teaching & research, 1 faculty with Chromebook, 2 faculty with ipads Math & Comp Sci- 2 ipads Library- 10 ipads, 1 Android All Faculty *Usage statistics not easily tracked 41 instructors used Turnitin between 09/2012 and 08/2013 9

10 DETAILED USAGE STATISTICS BLACKBOARD Blackboard is available to all courses and faculty. However, each faculty has the choice whether they choose to utilize the technology for their specific course activities. The depth of use of Blackboard varies greatly across faculty, departments and schools. Active courses are defined as those that use at least one of the tools available within their course. % Acdve Courses 80% 70% 62% 64% 61% 60% 59% 65% 62% 67% 64% 64% 67% 60% 50% 40% 36% 30% 25% 20% 10% 0% Spring 2007 Fall 2007 Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Figure 6: Blackboard - Active Course Trend % of Acdve Courses Tool Usage - Spring % 80% 70% 60% 50% 40% 30% 20% 10% 0% 77% 77% 59% 56% 28% 26% 12% 12% 10% 7% 6% 5% 5% 4% 4% 2% Figure 7: Blackboard - Tool Usage Blackboard is also available to faculty and students through the use of a mobile app. The app can be downloaded on a variety of smartphone and tablet platforms, including iphones, ipad and Android devices. In a one- year period (October 8, 2012 through October 8, 2013), the app was accessed by 6,556 unique users. You can see from the data below the total number of logins by platform and the unique users by platform. Users of ios devices are the most common users of the mobile app at Fisher. 10

11 Figure 8: Blackboard - Mobile App Usage BLACKBOARD COLLABORATE Blackboard Collaborate is used as the primary tool for synchronous communication among students in fully online courses. Collaborate is used frequently for office hours, student presentations and guest speakers in these classes. The use of Collaborate has grown in direct relation to the amount of online courses offered by the College. Collaborate is also used for collaboration outside of online courses among those at a distance, like the participation of faculty from remote locations to faculty assembly meetings, faculty and staff within School of Education at each of the site locations and the communication with online students for advising and other purposes. There are currently 10 meeting rooms created for these type of situations. ECHO360 LECTURE CAPTURE Echo360 was brought to campus in the summer of Initially Echo was installed in L101 and used for individual classes or Podcasts. In the fall of 2011, the School of Pharmacy received a grant and equipped three of their classrooms with Echo 360 and started capturing the majority of their classes in the spring of In the spring of 2012 the College also started preparing for the fall startup of the online RN to BS program and Personal Capture was purchased to allow faculty to create multimedia content for their courses. In the summer of 2013 Echo 360 was included in all the classrooms in Salerno and the two new classrooms in the Nursing addition. There is over 2 TB of videos stored on the Echo360 servers as of September 2013, specifically 2.04 TB of available and # of Courses Blackboard Collaborate Usage Figure 9: Collaborate Usage Automadcally Recorded Classes in Echo Spring 2012 Fall 2012 Spring 2013 Fall 2013 Figure 10: Echo360 Recorded Classes Total Views of Echo360 Recordings 2013 views 27088* 2012 Views Views Views Views Views Figure 11: Echo360 Recording Views 11 * 2013 views reflect total views through 9/17/2013

12 unavailable content and 268 GB of uploaded (not processed yet), archived or deleted content. ENSEMBLE There are a total of 2,352 files stored on Ensemble. These include 1,880 videos created in Pharmacy Observation Rooms (79-80% of all videos) and 248 created in MHC Rooms (10.5%), as well as other materials based on individual need. There are a total of 6620 views on the materials stored on Ensemble. Also, there are 383 manually created users in Ensemble. There is a total of 345.7GB of video stored currently. GOOGLE SITES (EPORTFOLIO) The use of Google Sites as an eportfolio tool began in May The transition to this tool coincided with an upgrade of Blackboard and the transition from a previous eportfolio tool that was not heavily used and not well liked by faculty. The previous tool was integrated into Blackboard so the upgrade was a good time to transition to a new platform. The use of eportfolios has been growing rapidly ever since this change. eportfolios are used extensively in Wegmans School of Nursing, but also with the School of Education and the School of Arts & Sciences Total # of Google Sites Tagged eporfolio March 1, 2013 October 14, 2013 Figure 12: Total # of Google Sites Tagged eportfolio GOOGLE DRIVE Google Drive is a tool available to all faculty, staff and students through the Fisher network accounts. Figure 13 indicates the number of unique users of Google Drive within one, seven and a 30 day period. The total number of unique users over the 30- day period ending on October 10, 2013 was 1,988 users. Figure 14 provides a breakdown of the type of documents that are posted and/or created within the Google Drive space of active users. As you can see, the total number of uploaded files continues to increase over time, as well of the total number of Google Docs, which are the two most common type of documents posted within Google Drive. As of October 10, 2013 there were a total of 42,264 uploaded files and 13,493 Google Docs within Google Drive. Figure 13: Google Drive - User Activity Figure 14: Google Drive Total Docs 12

13 QUALTRICS Qualtrics is an online survey tool used by faculty, staff and students who are specifically supported by a faculty member. Surveys can be administered to members within or outside the Fisher community. Figure 15 below shows the total number of user and surveys created since 2008 when the use of Qualtrics began at Fisher. With over 573 unique users, you can see that faculty and staff are the most frequent users of the tool with the largest total number of surveys created by group; 1,702 or 69% of the total surveys created. Figures 16 and 17 provide a more detailed view of the use of Qualtrics from October 1, 2012 through October 1, During this time period, there were 960 new surveys created and 43,228 responses to surveys within the system. Count of User Status Sum of Surveys Faculty/Staff 188 1,702 Graduate Student Undergraduate Student Other Administrator Grand Total 573 2,461 Figure 15: Qualtrics Unique Users & Surveys Figure 16: Qualtrics New Surveys by Month Figure 17: Qualtrics New Responses by Month TURNITIN 09/ /2013 Total Turnitin is available to all faculty who choose to use the system for plagiarism prevention in their courses. Instructors must create an account, courses and assignments where students can Instructors 41 submit papers for review. Students also create an account and submit their work following Students 1,000 instructions provided by the instructor. Along with the original reporting features, Turnitin also Submissions 1,316 provides tools for grading papers, providing feedback to students, as well as a peer review tool Originality Reports 1,316 that allows students to share feedback on the papers of other students. Currently Turnitin can Grademarks 222 be used as a stand- alone tool by faculty and students, with a separate website and account Graded Papers 228 creation process. Because of the lack of integration with Blackboard, the use of Turnitin is not Figure 18: Turnitin Usage exceptionally high. OIT is currently working on a full integration of Turnitin with Blackboard, which should lead to an increased use of the tool. 13

14 SUMMARY OF SCHOOL TECHNOLOGY TRENDS Each of the schools and Lavery Library conducted their own investigation into the use of educational technologies from their own unique perspectives. In some cases input was collected in the form of a survey from faculty and/or department chairs and in other cases the feedback was gathered through discussions and department meetings. The data from each of the areas was shared with the Educational Roundtable and compiled into the following overall summary. In addition, a summary from each school can be found in the appendix section of this report. DRIVERS FOR USE OF EDUCATIONAL TECHNOLOGIES Increase the digital literacies of students - Preparing students for a life in a digital world and to participate effectively as a digital citizen. Ensure career preparation - In today s digital workforce, all career opportunities demand a base set of common technological knowledge and skills, while many careers demand the use of specific technologies in order to be successful in a given field. To allow faculty the ability to utilize and implement a variety of technology- enhanced pedagogical strategies for increased student engagement and interaction in the learning process. Compliance with standards - Encouragement and/or requirements from outside organizations and accrediting agencies that require the incorporation of educational technologies into curriculum. TRENDS IN TECHNOLOGY USE ACROSS CAMPUS Blackboard is the central educational technology common among all courses/programs and becomes the hub on which other technologies are integrated. The importance and reliance on Blackboard as a platform for course delivery is essential across schools. Growing use of lecture capture and screen casting technologies across campus. Growing focus on learning analytics and software applications that collect data on student activity and achievement on course activities. Increasing interest in the use of mobile technologies, specifically tablets, by both faculty and students. Increasing interest in active learning and simulation laboratory locations on campus. BARRIERS TO TECHNOLOGY USE Limitations on the amount of faculty time available to learn and integrate new technologies into curriculum effectively. Difficulty with the logistics and costs of getting technology into the hands of students and faculty directly. o Distribution and standardization of ownership of mobile devices and laptops. o Availability and cost of hardware products (clickers, smartboards, tablets). o Not enough locations on campus where technology- enabled learning can take place (computer labs, digital testing facilities, active learning spaces with sufficient power). o Limitations on the amount of locations and equipment to accommodate students with disabilities for testing and other services. o Limited access to specialized software packages and ability to manage this software by individual faculty over time. o Limited access to specialized software from off- campus for faculty and students. o Inconsistent access to educational technologies by faculty from different schools or teaching in different modalities. Ensuring that technology is properly integrated into the curriculum, instead of tied primarily to those faculty who choose to incorporate technologies into their courses. 14

15 INSTITUTIONAL TRENDS & OPPORTUNITIES Based on the discussions and survey findings from each of the schools and Lavery Library, as well as the review of a variety of current industry trends including the New Media Consortium Horizon Report (http://www.nmc.org/horizon- project/horizon- reports) and the 7 Things You Should Know About Educause series (http://www.educause.edu/research- and- publications/7- things- you- should- know- about), the members of the Educational Roundtable have compiled the below list, which identifies institutional priorities for the integration and implementation of educational technology campus- wide. The priorities have been categorized into those that the Roundtable felt are currently occurring on campus readily and those that will become more commonly used by the majority of faculty over a 1-2 year and 3-5 year timeframe. The purpose of these priorities is to help guide the discussion on future educational technology initiatives. Before identifying the individual technology currently used and those on the horizon, the Roundtable would like to make note of an underlying issue that, if addressed may allow for more meaningful and effective use of our current educational technologies campus- wide. St. John Fisher College currently lacks a clear set of technology standards or digital fluencies that each student would acquire by the time they reach graduation. It may currently be assumed that some of the necessary technological skills students already have on their own or can acquire individually, but many members of the Roundtable mentioned this as a misconception. Other skills are covered in certain courses or programs, but are not offered in a systemic way to ensure that all students will be exposed to these skills equally. Digital fluencies discussed by the Roundtable are not centrally focused on specific technology competencies, like the use of Microsoft Office, social networking tools or website creation. Instead digital fluencies focus on the skills needed to effectively participate in a digital world, including but not limited to the ability to locate and evaluate digital information, construct and share digital content and communicate effectively through digital platforms. The rapid pace of change in technology creates an environment where it is extremely difficult to predict the exact technologies that will be used by students in the future, but the digital fluencies described above would give students the necessary skills to adapt to the changing technology landscape over time. There are many options available to fill this gap, however, the Roundtable feels that it would be essential to integrate the teaching and application of these skills throughout the curriculum to ensure each students has multiple exposures to each skill and the opportunity to apply the skills using current tools. CURRENT TRENDS This category includes technology tools and projects that are currently underway and/or widely adopted across campus. Each of the technological initiatives in this area is an example of recent efforts to increase the use and capabilities of technology at Fisher in recent years. Many of these technologies provide the necessary infrastructure to enable or facilitate the use of the technologies listed on the horizon. Ø Digital Document Creation and Dissemination This category includes the use of Blackboard as a common means of posting, sharing and retrieving information between faculty and students. However, this also includes other essential tools in the sharing of digital files, including the Google suite that is available with all Fisher accounts, most commonly Google Drive. These technologies facilitate the sharing of instructor- created materials in a digital format to students. Ø Digital Content and Materials This category includes the use of a variety of outside materials incorporated into class content and shared with students electronically. This includes the use of online databases, journals, ebooks, publisher- created content, as well as freely available resources on the web. 15

16 Ø Communication & Social Networking Tools This category includes the use of a variety of online communication methods, including and Blackboard communication tools, specifically discussions, blogs, wikis and journals. This area also includes the use of social networking tools like LinkedIn and Twitter to connect with students using commonly used technologies in a professional setting. Ø Digital Lecture Capture This category includes the use of Echo360 lecture capture technology available in certain classrooms and available by request to any location on campus, as well as the growing use of Echo360 personal capture for pre- recording of personal lectures to share with students asynchronously. Ø Simulation & Observation Labs This category includes the wide variety of simulation and observation labs available to students on campus including: Wegmans School of Nursing Simulation Lab Wegmans School of Pharmacy Observations Rooms and the Compounding Lab School of Arts & Sciences Computer Science Security Lab Wegmans School of Nursing Mental Health Counseling Observations Rooms ONE - TWO YEAR TIMEFRAME Ø Active Learning Classrooms & Technology- Enabled Learning Spaces There has been recent development in this area, including the active learning classrooms recently installed in the School of Business and Wegmans School of Pharmacy, as well as the investigation and creation of more technology- enabled learning spaces on campus, including the Learning Commons in Lavery Library. It seems clear that these spaces are in high demand and the creation of additional space on campus to support the use of a variety of educational technologies is essential. Ø Learning Analytics There is a growing interest among faculty across campus to more heavily utilize the vast amount of data collected through educational technologies as a student progresses through their coursework. This is seen in the current interest in the learning analytics available in Blackboard and Echo360, as well the expanding interest in ExamSoft, a tool only available currently in Wegmans School of Pharmacy, but being investigated by a variety of other schools. Ø Mobile Apps & Tablets With a growing number of mobile devices on campus, including smart phones, tablets and laptops the questions around how to utilize these tools in the classroom and how to support their use on campus are also growing. There are a few groups on campus looking to investigate the use of these devices and we expect this area to continue to draw attention in the coming years. Ø Transformative Learning Design Models Transformative learning design models would include courses taught fully online, in a hybrid format or taught using the flipped classroom method. These types of new learning models have been implemented within certain courses and programs at Fisher, each with their own successes. Though the use of these learning models is not widespread, there is a growing interest in exploring each of them further and continuing to develop new courses and programs that utilize these designs. 16

17 Ø eportfolio eportfolios have been used for a number of years at Fisher within a small set of programs, specifically Wegmans School of Nursing. In recent years, however, there has been a growing interest among other programs to investigate the use of eportfolio technology for students to document and reflect on their learning experiences over time. The use of eportfolios has recently gained traction with courses taught within the Core, including Learning Communities and Research- based Writing courses. THREE - FIVE YEAR TIMEFRAME Ø Game- based Learning The recent developments in simulation- based activities on campus highlights an interest in the overall use of game- based learning, also known as serious gaming. This area highlights online tools and resources, in addition to the physical simulation locations, that would support the experiential learning activities possible in a gaming environment within a variety of disciplines. These environments allow students to gain experience with real problems in a safe environment where they can learn from errors and practice new skills. Ø Integration of Technological Devices into Classroom Activities With a growing number of mobile devices in the classroom today and new kinds of mobile devices hitting the market everyday, for example a smart phone in your watch, it will become an increasingly difficult task to ensure that these devices are not disruptive to the learning environment of the classroom. The more appropriate task is to determine the best ways to integrate these devices into the learning experience so they are no longer disruptive, but instead an essential component of the learning activities. This transition will take time, but specific focus should be paid to this area to provide faculty the skills needed to deal with the changing demands that personal mobile devices will bring to our door. Ø Classroom & Lab Learning Design Related to the need for more technology- enabled learning spaces on campus, it is also clear that the design of the traditional classroom will need to evolve to keep pace with changing technology and pedagogical strategies. The features available within the active learning classrooms on campus currently may become more common and the creation of flexible learning spaces may become part of the standard classroom design. Ø Increase Focus and Support for the Scholarship of Teaching & Learning With a growing use of educational technologies campus- wide and the continued investigation into what strategies and tools make the most impact on the educational experiences we provide to students, the campus as a whole will continue to increase the amount of research conducted on the design and implementation of a variety of pedagogical strategies and educational technologies. These findings will continue to be shared both internally within the St. John Fisher community and externally where appropriate. 17

18 APPENDICES SCHOOL & LAVERY LIBRARY TECHNOLOGY REPORTS LAVERY LIBRARY APPENDIX A Below are technologies used by librarians and the library in providing classroom, one- on- one, and electronic instruction, organized by most frequent uses. Assessment Google Drive/Forms formative and summative assessments and in- class collaboration Qualtrics used for summative assessments and general surveys Clickers and TurningPoint in- class assessment; library has our own set of clickers PollAnywhere similar to TurningPoint, using cellphones rather than clickers Content Delivery and Collaboration LibGuides content delivery platforms: unlike Blackboard, content is public, reaching students in and outside of specific SJFC courses. We manage our subscription databases through this. Ask Us 24/7 chat platform used for research help, connects to a global network of librarians Blackboard only used by some librarians, as our integration in it is very instructor- driven. Blackboard Collaborate and Skype used for individual and group video consultations with students and faculty Whiteboards used all around the library for informal collaboration SMART Technologies library has a mobile SMART board which is regularly used for classes in the library; 1 fixed- position SMARTboard being installed in the Keating Room; SMART Sympodium software used by several librarians both in and outside the library when teaching E- Books and E- Readers - the library provides access to thousands of electronic books through five major database platforms, and has e- book readers available to borrow Content Creation SnagIt, Jing and Snipping Tool used for tutorials in all forms and in research consultations over electronic media Powerpoint and Prezi used for presentations and posters Word and Publisher used for handouts, signage, promotions Camtasia used if content will be shared beyond course walls, sometimes used for course- specific content as well Echo 360 Personal Capture used if content will be incorporated into courseware Computing facilities 51 Windows and 5 Apple lab computers throughout the main level 3 Mediascape group collaboration tables in library main level Learning Commons Laptops, Nooks, Kindles, and peripherals for checkout. L100 lab classroom highly- used for classes taught by librarians and professors. In hours when no class is using it, it s an active 25- PC lab space. L101 classroom saw a drop in usage since fall 2012, when the library lost access to a dedicated laptop cart in this room. The furniture in the room is wired for table- top power. Problem areas for educational and lab technology in the library Electrical power a need for more outlets for charging, particularly on main and upper levels Print release station handling for Mac laptops through Pharos Support, training, storage and streaming for multimedia projects 18

19 RALPH C. WILSON, JR. SCHOOL OF EDUCATION APPENDIX B 1) What specifically are the uses of technology in your department on a consistent basis consistent meaning every semester- - (clickers, tablet uses, smartboard, any initiatives with the use of technology, software, or technology use with local schools)? The uses of technology vary across the SoE. Faculty use ipads to record teacher candidates, integrate ipads with School #58 and students in EDUC 418 for pedagogical use teaching math and literacy skills, regular use of smartboard, clickers, online course, hybrid courses, blogs, wikis, teaching students web 2.0 skills through creation of book trailers, google lit trips, comic creations, virtual book project, Skyping with authors, and the web penpals which is a semester long online book discussion with local high school students and students in EDUC 418, online book clubs 2) Where are there gaps in technology use with students? Where are we failing? SoE thinks we need a simulation lab, we wish students had access to technological devices- - - either their own or through Fisher, we need to do a better job of spiraling technology through the curriculum instead of following instructors 3) What are your driving factors for using technology with your students and in your courses? Student interest and motivation, what technology is being used in the schools- - - so employment needs, modeling how to use technology in the classroom, develop confidence in users 4) What does your department see as the top 3 needs around technology (hardware/software)? Technology Room Ipad/smartboard Laptops for Dexel program return 5) What are the department s top 3 initiatives around technology? Pursuing online hybrid programs Revising curriculum to spiral technology through Continued professional development around technology 6) What are your 1-2 year goals around technology for your department? More online course, technology room, develop an instructional technology master s degree, a curriculum that incorporates technology purposefully throughout 7) What are your 3-5 year goals around technology? Full- online program for literacy All full/part time faculty will have knowledge to integrate technology purposefully 8) What might prevent you from integrating technology in a pedagogical way (in other words teaching students how to implement technology into their own pedagogy not your use of items such as Blackboard)? Not having enough hands on time, flexibility, class size, availability of technology at PDS sites, access to technology, lack of knowledge around technology 9) What would help you to encourage more use of technology or teaching students more diverse uses of technology? Faculty Triad where faculty work with certain technology in 3s over a semester and do a PLC around it, present their findings at PEU, a tech person in our dept who could be an advisor, access to class sets of devices 10) On a scale of 1-10 with 10 being the highest, how important do you see technology for the SoE? ) What technology skills and competencies do you see our candidates needing to be successful in the work place? What should they be able to do with technology when they graduate from your program? To know when and how to use technology Confidence to use technology Use technology to plan, teach, and assess learning Following ISTE Standards: 19

20 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face- to- face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real- world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face- to- face and virtual environments. 2. Design and Develop Digital- Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. develop technology- enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital- Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. 20

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