P3T3 Spring 2002 Survey Results

Background

Faculty
The Spring 2002 P3T3 Faculty survey was a web-based survey. All faculty in the School of Education and affiliated faculty in the Schools of Science and Liberal Arts were e-mailed the URL of the survey and asked to fill it out. A total of 39 faculty members completed the survey. They represented the following schools:

• School of Education 85% (33)
• School of Liberal Arts 18% (7)
• School of Science 8% (3)
• Another School 5% (2)

Faculty respondents had participated in the following P3T3 two-day start-up workshops:

• October 2000 8% (3)
• January 2001 10% (4)
• May 2001 31% (12)
• June 2001 10% (4)
• August 2001 23% (9)
• None 18% (7)

74% of the faculty respondents had attended a P3T3 technology workshop or had sought technical assistance from the P3T3 staff.

Students
The Spring 2002 P3T3 Student survey was also a web-based survey. A stratified random sample of classes was selected and asked to go on-line and fill out the survey. A total of 286 undergraduate students completed the survey. They represented the following years and majors:

• Freshman 29% (82)
• Sophomore 43% (123)
• Junior 18% (52)
• Senior 9% (27)

• Elementary 58% (163)
• Social Studies 11% (30)
• English 8% (22)
• Agriculture 5% (13)
• Physical Ed 4% (11)
• Math 4% (10)
• Visual Arts 3% (7)
• Early Childhood 2% (6)
• The following majors were represented by 1% or less of the respondents: biology, CFS, general science, health and safety, physics, special education, vocational trade, and other.

Technology Proficiency Assessment
Students and faculty were asked to rate their own proficiencies and each other's proficiencies in the following areas: general computer knowledge and skills, internet, e-mail, word processing, databases, spreadsheets, presentation software, instructional technology knowledge and use, and overall. For each technology they were able to mark themselves and each other on an introductory level, intermediate, or proficient. The results show that students and faculty rated themselves and each other fairly consistently, except that students tended to overestimate the abilities of faculty. Students and faculty felt least able in their knowledge of spreadsheets and databases. Students were less knowledgeable in instructional technology and use. This was true of students across years and majors. All of the results are graphed in charts following this written report.

Technology Use and Access

Student Responses:

• 94% use technology for personal productivity and growth.
• 90% say their professors use technology in classes.
• 94% agree that they have sufficient access to facilities, hardware, and software on the Purdue campus to support their technology needs.

Faculty Responses:

• 84% found the two-day P3T3 start-up workshop beneficial. (13% N/A)
• 71% found the P3T3-sponsored technology skills workshops and presentations beneficial. (26% N/A)
• 64% agreed that the mentoring/support from the P3T3 team had been useful. (24% N/A)
• 79% said that they have refined the use of technology in their classes as a result of participation in the P3T3 project. (16% N/A)
• 100% use technology for personal productivity and growth.
• 66% agree that the School of Education has sufficient facilities and hardware to use technology as they would like. (16% N/A)
• 64% say the School of Education has sufficient software to use technology as they would like. (18% N/A)
• 69% agree that the School of Education has sufficient technical support to use technology as they would like. (10% N/A)
  

Various Types of Technology Used in the Classrooms

• E-Mail
• PowerPoint
• WebCT
• Digital Video/Camera
• Video Conferencing
• Class Website
• Web
• Listserves
• Spreadsheets

Faculty Suggestions for the P3T3 Project:
Offer release time to work on learning technology.
More technological support (need help with creating websites, maintaining websites, shortcuts, database creation, direct assistance, and better graduate assistants).

Graphical Representations of Faculty and Student Proficiency Results