TSC Maturity Model Assessment

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Technology Maturity Model Impact Analysis
Teachers State College (2012)
Prepared by Cynthia Sarver, Ph.D., EdTech Associates

Table of Contents
PART I: TSC DEMOGRAPHICS SUMMARY PART II: TSC STAGES OF TECHNOLOGY USE OVERVIEW OVERVIEW OF STAGES OF TECHNOLOGY MATURITY SUMMARY OF TSC TECHNOLOGY MATURITY ASSESSMENT OVERVIEW: EMERGENT ISLANDS OF TECHNOLOGY USE PART III: MATURITY MODEL BENCHMARK ANALYSIS BREAKOUT ADMINISTRATIVE FILTER CURRICULAR FILTER SUPPORT FILTER CONNECTIVITY FILTER INNOVATION FILTER PART IV: SUMMARY RECOMMENDATIONS SUMMARY RECOMMENDATION PART V: APPENDICES APPENDIX A: TEACHERS STATE COLLEGE MATURITY MODEL IMPACT BENCHMARK MATRIX 3 3 4 4 4 5 6 6 7 8 9 9 10 10 11 11

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PART I: TEACHERS STATE COLLEGE DEMOGRAPHICS
Total Undergrad Total Full Time Part Time Male Female In State Out of State International 7,234 6,292 942 2,987 4,247 7,039 132 59 Percent of Total Enrollment 100% 87.0% 13.0% 41.3% 58.7% 97.3% 1.8% .8% Grad Total Full Time Part Time Total 1,035 320 715 30.9% 69.1% Percent of Total Enrollment

Race/Ethnicity* White Black Hispanic Asian/Pacific Islander American Indian Alaskan Native Non Resident Alien Unknown 5421 193 303 97 76.8% 2.7% 4.3% 1.4%

40

.6%

78

1.1%

924

13.1%

*Undergrad admissions data; none provided for
actual enrollment

Summary
Founded in 1868 as normal school, Teachers State College (hereafter referred to as TSC) is the largest non-virtual producer of teachers in the state of New York and the 13th of the same in the U.S. Eightyseven percent of the students are undergraduates and approximately 87% of those are full-time students. The student population is composed of mainly in-state students and, if admission data reflects students actually attending the school, 76% of the Teachers State College’s students are white.

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PART II: TEACHERS STATE COLLEGE STAGES OF TECHNOLOGY USE OVERVIEW
Overview of Stages of Technology Maturity
The Emergent Systems Stage is characterized by:

                        

Lack of formal support when using computing technology for instruction No formal plans, policies or procedures exist to ensure the efficient and appropriate acquisition or use of technology throughout the Institution Computers are used sporadically throughout the Institution Institution wide coordination to ensure grade level and program level access is absent Formal support for teacher training is minimal

The Islands of Technology Stage is characterized by: Regular use of computers at one or more grade levels and program levels at each school within the Institution on a regularly scheduled basis Formal plans, policies and procedures exist to facilitate the optimal use of technology in both instructional and administrative areas throughout the Institution Institution sponsored and school sponsored training is available Technology has budgetary visibility at the Institutional level and school/program level The instructional delivery system is somewhat dependent on technology

The Integrated Systems Stage is characterized by: Regular planned access for students to technology as a means of instruction and a focus of instruction Teachers' systems also support administrative functions, such as grading, attendance and electronic mail Technology has a high budgetary visibility at the Institutional and school/program level Comprehensive plans, policies and procedures for instructional and administrative use of technology are reviewed and revised regularly The Institution is an advocate of technology training for all personnel The instructional delivery system is very dependent on technology

The Intelligent Systems Stage is characterized by: Student access to technology as an indispensable component of instruction Every curriculum is augmented by intelligent learning systems Administrative functions are automated, integrated and paper less Student, teachers and stake holders have access to appropriate systems from home Technology is one of the three highest expenditures of Institution funds Technology planning is an integral part of Institution planning The systematic adoption of new technologies is ongoing Technology advocates at each organizational unit assist in the introduction of the new technologies Instructional and administrative personnel are knowledgeable in the use of technology

Summary of Teachers State College Analysis
TSC earned a cumulative average of ~1.868 in our assessment of its technology resources and behaviors on the Maturity Model Impact Benchmark Matrix, thus placing it in the hybrid category of “Emergent Islands of Technology Use” (i.e., somewhere between the “Emergent Systems” and “Islands of Technology Use” stages of technology maturity) (See Appendix A). in which the majority of TSC’s rankings fell into the Islands category (17) with a little more than half as many in the “Emergent” category (11). That is not to say that there are not areas in which TSC demonstrates superior technological maturity: in several instances, TSC’s rankings fell in the Integrated and Intelligent categories (6 and 2 instances, respectively).

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Overview: Emergent Islands of Technology Use  Regular use of computers at one or more grade levels and program levels at each school within
the Institution on a regularly scheduled basis (Islands) Technology is regularly used at TSC, with institution-wide reliance on Banner Web. For course instruction, Blackboard has recently been adopted by the institution, however faculty adoption is minimal. Formal plans, policies and procedures exist to facilitate the optimal use of technology in both instructional and administrative areas throughout the Institution (Islands). While these plans exist, they are not comprehensive in scope, which is characteristic of the Integration stage. Institution sponsored and school sponsored training is available (Islands) As part of new employee induction, administrative staff receives training on the appropriate technology systems for their position. However, faculty technology training is optional. Technology has budgetary visibility at the Institutional level and school/program level (Islands) While technology is on the institutional level, individual departments do not have technology budgets, nor are they systematically encouraged to consider technology as a regular part of their discussions of department business or course instruction. Teacher training is minimal (Emergent) Regularly scheduled training for Blackboard is available. However the lack of other available training on other technology, and the limit of one-on-one sessions to narrowly defined list of “supported” programs ultimately limits faculty development of digital literacies.



 



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PART III: MATURITY MODEL BENCHMARK IMPACT BREAKOUT ANALYSIS
The Maturity Model Benchmark Impact Table provides a means of analyzing the impact of technology efforts on specific components of the organization. Five key areas of the organization are identified: Administrative, Curricular, Support, Connectivity and Innovation. Each area is an important ingredient in attaining high levels of technological maturity. Technology projects can focus on a key area such as curriculum to achieve a specific objective. The five areas, taken one at a time, become an organizational filter. Each filter facilitates drilling down into a specific area for analysis. The technology planner can evaluate organizational strengths by each area and tune the application of resources to promote the objectives of the technology plan. On a 4-point scale, our analysis of TSC’s technology maturity according to these organizational filters (see Appendix A) reveals that the institution’s most mature areas of technology resources and behavior are found in the Administration (2.25) and Connectivity (2.13) categories, followed by those in Curriculum (1.8), Innovation (1.75), and Support (1.37). The purpose of this report is to provide the institution with a strong sense of its strengths and its areas in need of development in order to move on to the topics about which the following discussion and the supporting documentation will help illuminate. This summary will give an overall picture of the institution, which the more detailed discussion below will analyze through the five filters of Administration, Curriculum, Support, Connectivity, and Innovation and their component subsections. Please note that that report is one part of the “assessment phase” of the overall technology plan, which includes assessment, formulation, and implementation phases (Sibley & Kimball, 1997). This technology maturity assessment provides an overview of TSC’s current technology resources and behaviors for using those resources, thus providing the foundation for future recommendations and implementation plans. The table below provides the rationale for our assessment of TSC’s technology maturity within each organizational filter (see Appendix A).

ADMINISTRATIVE FILTER (2.25/4 = ISLANDS+)
Policy Emergent // Islands // Integrated // Intelligent Since the new Associate Provost of Information Resources arrived on campus in 2008, she has spearheaded the streamlining of college technology policy. Faculty and staff have been made aware of new policies for e-mail use and cellular and campus telephones through regular communications via email and campus mail. New policies on computer storage and the like have also been publicized through email and logon interfaces on campus computers. However, despite this policy, many faculty and staff continue to use campus technology for inappropriate activity (e.g., personal use). Part of the problem may stem from the fact that policy is handed down from “on high” rather than involving campus community members in the decision-making process. Planning Emergent // Islands // Integrated // Intelligent Formal planning does take place, but is isolated to specific projects, such as Blackboard implementation, with little connection to strategic planning or planning in Teacher Education. IRSC’s overt actions to oppose the unanimous decision of the Teacher Education Council to implement TaskStream as a data collection mechanism for NCATE accreditation process points to the extreme dysfunction of this lack of integrated technology planning in the institution.

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Budget Emergent // Islands // Integrated // Intelligent Comprehensive long-term budgeting for the institution and multiple budgets including upgrades, etc., do exist, as do specific budgets, along with line items in other budgets for long-term budget needs. Administrative Information Emergent // Islands // Integrated // Intelligent While administrative systems are utilized by most of the staff members, only a few have yet to go paperless. Administrative systems (such as Banner, etc.) are available to many (but not most) administrators and staff. Too few systems are digitized.

RECOMMENDATIONS

This is TSC’s strongest category, and as such provides a strong foundation for further development in the other categories. Policy, Planning, and Budgets are in place to provide a strong backbone for more robust, comprehensive, and innovative integration of technology into teaching and learning.

CURRICULAR FILTER

(1.8/4 = EMERGENT)

Electronic Information Emergent // Islands // Integrated // Intelligent Students and staff are somewhat dependent upon information resources and utilize them often. Resources are fairly comprehensive providing depth or diversity but not both. Access is available to all students when on campus, but remote computing should be improved, and students should be given more liberal privileges regarding interlibrary loan. Also, library databases should be expanded. Along these same lines, more digital video production and hosting resources are needed, and these should be more fully integrated into teaching and learning with liberal access granted to all. Currently faculty must go through the time-intensive process of contacting a representative from IRSC to move video to a dedicated streaming server, a process which tends to be prohibitive. The college has no compatible digital audio and video recording equipment to speak of. Assessment Emergent // Islands // Integrated // Intelligent While Banner Web is used universally to input midterm and final grades and for students to view their grades, no integrated systems are widely used to encourage regular formative and self-assessment, though Blackboard could be adapted to serve these purposes (with the support of training). Assessment is largely traditional (quizzes, tests, papers, etc.), with faculty using technology and online gradebooks in Blackboard to input grades. Curricular Integration Emergent // Islands // Integrated // Intelligent Some of the technology is used in the curriculum on a limited basis. Technology related resources are available for some curricular areas. Regardless of Blackboard integration throughout the college, with at least a few faculty members using the LMS in each department, few other instances of technology integration are noted. Moreover, and despite the college’s subscription to Atomic Learning, few efforts have been made to ensure that technology is being integrated into students’ learning experiences beyond the “same wine in different bottles” experience of reading syllabi and assignment submission on the Blackboard system.

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Teacher Use Emergent // Islands // Integrated // Intelligent There is occasional technology use by teachers for curriculum enrichment and material generation. And it is notable that in the cases where faculty have wanted to move beyond Blackboard, that the college has overtly refused to support faculty who are attempting to integrate Web 2.0 technologies into their classes. And while all teaching faculty have access to appropriate technology in their offices, frequently faculty are forced to teach in classrooms that lack computers, projectors and/or other equipment that is needed to support technology integration in classroom teaching. Furthermore, recent decisions by IRSC to halt the delivery of “smart carts” to classrooms in order to provide them with necessary hardware for technology further inhibits teachers’ integration of technology into their classrooms. Student Use Emergent // Islands // Integrated // Intelligent Despite their prolific use of social media outside of school, students use technology often in their courses, but in limited ways such as word-processing. Some students have consistent and regular access to appropriate technologies, but as intimated above, remote access limitations create problems for the many off-campus and commuting students.

RECOMMENDATIONS

Now that strength in the administrative filter has been established, a steady focus on developing curriculum integration is the logical (and necessary) next step. Encouraging teacher and student use, is a matter of access, support and connectivity, however, so in addition to working with faculty to best synthesize technology with their discipline-specific learning objectives, equal attention will need to be given to these other areas.

SUPPORT FILTER

(1.37/4 = EMERGENT)

Stakeholder Investment Emergent // Islands // Integrated // Intelligent Some of the groups are aware of the planning and implementation procedure, but few are engaged in the process, but few groups are represented in the planning and implementation process. For example, in the recent discussion about LMS integration, a committee of faculty who were handselected by the Associate Provost made the decision rather than her issuing a campus-wide invitation for participation. Key stakeholders, thusly, were excluded from this important discussion. Administrative Support Emergent // Islands // Integrated // Intelligent Support is limited to peripheral discussion, but no involvement. Little formal administration, time and support allocated to the planning and implementation process. While there is a support line available to students and faculty with problems, not only is it not a 24-hour help line, but supported technology is limited to campus-licensed technology, thereby hampering faculty innovation in this area. Training Emergent // Islands // Integrated // Intelligent Few staff members participate in technology training activities. And the training that is in place (for Blackboard) is provided by limited personnel, with limited knowledge of Mac computers (the computer used by the majority of students and faculty on campus). Technical/Infrastructure Support Emergent // Islands // Integrated // Intelligent Few staff utilize formal and informal support, largely because of its narrow focus on Blackboard. Similarly there is limited formal technical assistance for students (usually a mentor, teacher, consultant, etc.) who is available in the library during designated hours, who frequently knows little about the technology problems in question. Moreover, faculty wishing to bring a consultant into their classroom to instruct students on the use of a particular technology often run into problems because of the college’s claim that they do not provide that type of support for students.

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RECOMMENDATIONS

A key factor in increasing students’ digital literacies, and, simultaneously, enhancing their learning in the subject areas requires a commitment to technical support and training of both faculty and students.

CONNECTIVITY FILTER

(2.13/4 = ISLANDS)

Local Area Networking (LAN) Emergent // Islands // Integrated // Intelligent Staff and students use available networks often, but use is unsophisticated and limited. High-speed networking, limited to isolated areas. Networking in departments is largely non-existent; same, among students. Wireless connectivity is problematic to non-existent in numerous areas throughout campus. District Area Networking (WAN) Emergent // Islands // Integrated // Intelligent Staff use district services often, but in very traditional and basic manners. District area networking infrastructure with dedicated, high-speed lines; several data services are available. Little networking beyond Banner Web. Internet Access Emergent // Islands // Integrated // Intelligent Few staff and students use the Internet frequently, and curriculum integration is not apparent. Direct LAN Internet access in some locations. As discussed above, despite some good connectivity in some spots throughout campus, remote access and Web 2.0 integration is largely ignored and/or discouraged. Communication Systems Emergent // Islands // Integrated // Intelligent E-mail is used frequently to form administrative and learning activities. E-mail is available to all staff and students. Much business communication happens via email and the college recently issued a policy requiring faculty and staff to read their email at least once weekly so as not to miss important messages. Faculty regularly email students.

RECOMMENDATIONS

This is another area of strength for the college, with the slight exception being remote access and comprehensive wireless coverage on campus. Both of these items would need to be attended to in order for teachers on this “suitcase campus” -- where so many students are regularly off campus – to begin to rely heavily on technology for their classes.

INNOVATION FILTER

(1.75/4 = EMERGENT+)

New Technologies Emergent // Islands // Integrated // Intelligent New technologies are readily rejected by staff members, with few opportunities for experimentation. New technologies readily rejected with implementation limited to a few areas and staff. The culture of innovation is sorely lacking at TSC. In order for faculty and students to embrace digital literacies in their teaching and learning, the administration will need to have a more open-minded and supportive attitude about new technologies.

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Comprehensive Technologies Emergent // Islands // Integrated // Intelligent Technology is fairly comprehensive, but lacks more advanced techniques. Available technology utilization is limited to one or two types of technology – such as email and Blackboard -- for most staff and students.

RECOMMENDATIONS

Though this is perhaps the last thing that TSC needs to be worried about during this next phase of their development, since before focusing on innovation, it will be important to encourage more faculty to incorporate technology into their teaching, the IRSC would be wise to consciously adjust its attitude toward new technologies in order to foster a more playful and encouraging atmosphere of innovation around technology integration, which will help with its shorter term goals in the meantime. Supporting and encouraging colleagues who are experimenting with new media mentor other faculty members who are a bit behind them on the learning curve (i.e., communities of practice) is perhaps the best way to foster the pro-technology or spirit of innovation necessary for faculty to take that first step into technology integration in their teaching.

PART IV: SUMMARY RECOMMENDATIONS
As one of the largest producers of teachers in the State of New York, Teachers State College owes it to its students and its students’ students to begin focusedly promoting the integration of technology into teachers’ instruction (and thereby students’ learning). While attending to lingering issues of ways to promote engagement in IRSC policies (such as a more democratic engagement of the campus community in the decision-making process) and a responsive approach to faculty concerns, we recommend a three-pronged approach, that builds upon TSC’s already mature levels of technology use in Administration and Connectivity will help accomplish what should be the principal goal of any institution of education, K-16: 1. Support and encourage the use of more and more diverse types of hardware and software on campus. Revise current support and resource guidelines for a more open policy that is prepared to support innovation. 2. Provide generous and diverse types of support for teachers wanting to integrate technology into their courses (and their students). Be careful not to “push” Blackboard as a solution for enhancing students’ learning experiences in courses unless support is prepared to show how such “technology integration” enhances students’ learning. In general, ensure that all professional development ultimately focuses on the goals of students’ learning and outcomes. Be prepared to approach professional development from less of a “tools-based” approach and more of a faculty- and learning-objectives-centered one. 3. Embrace faculty leadership in technology innovation and find ways to foster informal users groups on campus or other types of researched-based and effective professional develop models for integrating technology into teaching and learning.

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APPENDIX A Teachers State College Maturity Model Impact Benchmark Matrix Emergent (1) behavioral Policy resource/infrastructure x x Islands (2) Integrated (3) Intelligent (4) Maturity Model Benchmarks (from rubric)* Appropriate technology use is formalized, but is mostly is ignored by many in the school. Formal policy exists, but is not comprehensive in nature or has not been approved by the governing body. Formal planning takes place, but is isolated to specific projects with some connection to other planning efforts. Formal plan with isolated implementation and little or no connection to other planning efforts. Comprehensive long-term budgeting for the institution; multiple budgets including upgrades, etc. Specific budget is provided in addition to line items in other budgets for long-term budget needs. Administrative systems are utilized by most of the staff members; some paperless systems are in place. Administrative systems are available to many administrators and staff. Students and staff are somewhat dependent upon information resources and utilize them often. Resources are fairly comprehensive providing depth or diversity but not both. Access is available to most. Used by many of the staff and some of the students for the evaluation of work and
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behavioral Planning resource/infrastructure x behavioral Budget resource/infrastructure x x

ADMINISTRATIVE 2.25=Islands+

behavioral Administrative Information resource/infrastructure x behavioral x Electronic Information CURRICULAR 1.8 = Emergent resource/infrastructure x Assessment behavioral x x

resource/infrastructure x behavioral Curriculular Integration resource/infrastructure x behavioral Teacher Use resource/infrastructure x behavioral Student Use resource/infrastructure x X X X

behavioral Stakeholder Involvement resource/infrastructure x behavioral x Administrative Support SUPPORT 1.37 = Emergent resource/infrastructure x behavioral Training resource/infrastructure x behavioral Technical/Infrastructure Support resource/infrastructure x x x x

self-assessment. Some reporting and assessment tools are available, with a focus on traditional assessment measures. Some of the technology is used in the curriculum on a limited basis. Technology related resources are available for some curricular areas. Occasional use by teachers for curriculum enrichment and material generation. Some teachers have access to appropriate technology in their work area. Students use technology often, but in limited ways. Some students consistent and regular access to appropriate technologies. Some of the groups are aware of the planning and implementation procedure, but few are engaged in the process. Few groups are represented in the planning and implementation process. Support is limited to peripheral discussion, but no involvement. Little formal administration, time and support allocated to the planning and implementation process. Few staff members participate in technology training activities. On-going formal training provided by limited personnel. Few staff utilize formal and informal support. Limited formal technical assistance, usually a mentor, teacher, consultant,
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behavioral Local Area Networking (LAN) resource/infrastructure behavioral x District Area Networking (WAN) resource/infrastructure x CONNECTIVITY 2.125 = Islands Internet Access resource/infrastructure behavioral Communication Systems resource/infrastructure x x behavioral x x x x

behavioral New Technologies INNOVATION 1.75 = Emergent Island resource/infrastructure x behavioral x Comprehensive Technologies resource/infrastructure x
*For specific discussion of the institution see Report on Technology Maturity Model (attached), where each sub-category is elaborated. Emergent: 11 (x1) = 11 Islands: 17 (x2) = 34 Integrated: 6 (x3) =18 Intelligent: 2 (x4) = 8 [11+34+18+8= 71 ] /19x2 (38) = 1.868 = Emergent Islands of Technology Use

x

etc. Staff and students use available networks often, but use is unsophisticated and limited. High-speed networking, limited to isolated areas. Staff use district services often, but in very traditional and basic manners. District area networking infrastructure with dedicated, high-speed lines; several data services are available. Few staff and students use the Internet frequently, and curriculum integration is not apparent. Direct LAN Internet access in some locations. E-mail is used frequently to form administrative and learning activities. E-mail is available to all staff and students. New technologies are readily rejected by staff members, with few opportunities for experimentation. New technologies readily rejected with implementation limited to a few areas and staff. Technology is fairly comprehensive, but lacks more advanced techniques. Available technology utilization is limited to on or two types of technology for most staff and students.

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