Page 27 - Campus Technology, July 2017

RESEARCH
IMPACT OF TECHNOLOGY ON RESPONDENT’S JOB
10%
27%
46%
17%
0%
It’s made my job much easier.
It’s made my job easier.
It hasn’t had much of an impact either way. It’s made my job harder.
It’s made my job much harder.
ed, “Technology is rampant, but the actual impact on learning is unknown. Random studies have been conducted, but no one really knows.”
“In some cases, technology is already overshadowing the learning process and making it more difficult,” opined a respondent from Illinois. “More technology is not always the answer and more technology cannot replace good instruction.”
“As with any facet of teaching and learning, there needs to be enough time for faculty to learn to properly use, adapt and implement for technology to be beneficial,”
pointed out a respondent from a Florida university. “Technology used badly can be horrible,” agreed a
faculty member in Georgia. “Technology used to enhance student access to the world and their ability to collaborate and create can be awesome! It all depends on how you use it (like everything else).”
Seventy-three percent of respondents said technology has made their jobs easier — a slip of four percentage points from last year, when 77 percent believed the same. While the number of faculty who think technology has
TECH’S IMPACT ON STUDENT LEARNING
13%
81%
5%
Technology has positively affected my students’ learning.
Technology hasn’t affected their learning one way or the other.
Technology has negatively affected my students’ learning.
TECH’S IMPACT ON TEACHING EFFECTIVENESS
85%
14%
1%
Technology has positively affected my ability to teach.
Technology has not had an effect on the quality of my teaching.
Technology has negatively affected my ability to teach.
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CAMPUS TECHNOLOGY | July 2017
tech has had an “extremely positive” or “mostly positive” impact on education, nearly matching last year’s count of 81 percent who felt the same.
A handful of respondents were less sanguine, feeling that technology has had a “mostly negative” impact, and 19 percent saw both positive and negative effects. As one faculty member from a two-year institution in Texas assert-