Classroom Technology at NC State
NC State University
If you need accommodations in completing this instrument, call 513-4091 or email classtech@ncsu.edu .

Spring 2006 LITRE ClassTech Faculty User Survey

Thanks for your participation in this important survey. Please answer the questions below and feel free to add comments as appropriate. According to our records, you are teaching in a ClassTech classroom. These rooms are equipped with basic electronic instructional technology, such as:

  • Ceiling-mounted data projector
  • Built-in computer
  • Laptop inputs (video, data and power connections)
  • Document camera (aka Elmo or visual presenter)
  • DVD/VCR player
  • Wireless microphone, available in larger rooms
  • Lectern-mounted technology control panel
1. Please indicate the course number (e.g. ST 507a).

2.
Yes
No

3. How often did you or students in your class use the equipment in the ClassTech room? How important are these technologies to teaching your course?

 
Frequency
Importance

Computer provided in the lectern

Document Camera

Laptop inputs

VCR/DVD player

Overhead transparency projector

Wireless microphone (leave blank if one was not available in your classroom)


4. How often do you or your students use the equipment in the ClassTech room to do the following?
 
Most or All Classes
Sometimes
Rarely
Never

To build theory (i.e. data modeling, visualization software, simulations)

To access data (i.e. to gain access to digital libraries, databases, music, images)

To collect data (i.e. to gather real-time data, to record sound/video)

To analyze data (i.e. spreadsheets, statistical analysis, problem-solving programs)

To prepare documents (i.e. desktop publishing, presentation graphics, word processing)

To communicate information (i.e. e-mail, information display using PowerPoint or document camera)

To facilitate collaboration (i.e. collaborative data environments, shared document preparation, group decision support systems)

To tutor (i.e. tutoring systems, instructional simulations, drill and practice systems)

To construct (i.e. construction of graphs and charts, robotics, computer-aided design)

To express or perform (i.e. drawing and painting programs, music composing, interactive video and hypermedia, multimedia composition)


5. Please provide your best example of how you used an instructional technology tool in this class.








Example: 

Used simulation software available on a web site to show graphical representation of linear correlation.

What impact did using this technology in this way have on student learning?

Example: 
Students were able to better visualize how changes in the distribution of data altered correlation
coefficient. As a result they gained a deeper understanding of its meaning compared to just using a formula.

6.The following questions ask about some specific ways that teaching this course with electronic instructional technology differs from teaching it without the technology. If you have never taught this course without technology, please think about how it might differ.
a. How does the pace of this course in a ClassTech room compare to the same or similar course taught without instructional technology?


b. How does the variety of topics covered in this course in a ClassTech room compare to the same or similar course taught in a room without instructional technology?


c. How does the depth of the material covered in this course in a ClassTech room compare to the same or similar course taught in a room without instructional technology?


d. How much are your students involved in the learning process in this course compared to the same or similar course taught without instructional technology?covered in this course in a ClassTech room compare to the same or similar course taught in a room without instructional technology?



7. Past survey data shows that along with the projector, the in-room computers are the most heavily utilized resource in ClassTech rooms. However, computers are also the most resource intensive equipment to support over the long term. We realize the importance of meeting the needs of faculty in classrooms. We are trying to determine what essential functionality is needed in a computing device and what options might exist to deliver that functionality in the classroom.

How important are these applications / functions in a classroom computing device?

 

Essential
(4)

Important
(3)
Somewhat Important
(2)
Not Important
(1)

Web browsing

Presentation software (PowerPoint)

Word processing

Spreadsheet

E-mail

Remote desktop (to connect to office or other computer)

Ability to capture data from classroom experiment

Convenience of not having to bring a computer

Access to network file space

Ability to install software

Look and feel of Unity lab environment

Streaming Media

Recording Audio
Conferencing with other locations

Other applications not included above


8.
When using the in-room computer, where are files stored that you use during your class?
(Please check all that apply.)








9.Do you have access to a laptop to bring to your class sessions?
, one I own or that is assigned to me

10. How often did you seek assistance from any of these sources for help in the ClassTech room? Please rate your overall satisfaction with the help your received.

Sources of help

Frequency Satisfaction Level

ClassTech or NCSU HelpDesk staff

A student in the class

A departmental staff member or colleague

Someone other than those listed above

11. Currently our goal is to be available to respond to classroom technology problem reports within
10 minutes of receiving a call. What do you feel is an appropriate response time?






14. Are you interested in participating in a further study of the effectiveness of using technology for teaching and learning?




 

If you have questions about this survey, please call 515-HELP (4357), or send e-mail to classtech@ncsu.edu

Last updated 20-Apr-2006 ,tjb/snm