By Debra Cummings and Connie Buzzard
We needed a plan! As we looked toward the task of continual integration of technology across campus, a question came to mind: What is the definition of technology? In trying to define it, we found that it was possible that there is not an accurate definition of technology, or that the definition may change as rapidly as technology itself.
We felt the need to develop a plan and implement continuous improvement with technology integration. Not only did our employees need to possess and utilize high-tech computer skills, but it was also crucial that our faculty use and incorporate technology into their classrooms.
Fort Scott Community College is involved in the Academic Quality Improvement Project (AQIP) with the Higher Learning Commission as our process for accreditation. One of our Action Projects is "Systematic Implementation of Technology."
A goal in year three is to have 100 percent participation of faculty and staff in our "Plan." An additional goal
is to have all academic areas offering online courses. By setting these goals, we have challenged our institution to have participation by all faculty and staff. We are very excited about the process of AQIP and the systematic improvement that will result.
The trends of community college learners show an increase in the number of older students who need to update their skills. We are continuing to address the older learners as we schedule courses and events that coincide with their personal schedules.
As an educational institution, we must constantly be changing and moving forward for continued success. Our financial constraints will not quickly disappear, and doing more of what we are currently doing is not going to solve problems, either. Therefore, we must get the faculty and staff onboard and moving in the right direction for technology integration and enhancement.
What was it the president said?something about our goal being to put a computer in every American home? Does that put the pressure on us to move forward with new technology?
One impact of technology is that employers are now looking for employees who have an understanding of how it works. They want employees to use and incorporate new technology into their jobs.
During a recent visit to Fort Scott Community College, First Vice President for Merrill Lynch of Kansas City Kent Baker told students, "I wouldn?t hire someone today without incredible computer experience. My most recent hiree was able to solve my problems during the interview."
Employees are not expected to have knowledge of how all the different software programs and new equipment work, but they are expected to have the ability to figure out how it works without a tremendous amount of training. Many employers are now using technology testing as part of the interview process.
Employers are finding themselves spending large amounts of money to train their current employees on how to use new technology. They don?t want to spend more on training students who have just graduated from college.
According to Lawrence Levine in the January 2002 T.H.E. Journal, "Given today?s increasingly technological world, educational institutions must produce students who are able to function comfortably in this world. Failure to do so is to produce a worker who will not be able to compete in the job market, which is simply not acceptable. One way to foster needed technological expertise is to use technology as part of the teaching and learning experience in the classroom."
Another impact of technology is that four-year schools are expecting students to transfer smoothly into their classes; therefore, two-year schools must prepare their students to meet these challenges. If students are not kept abreast of the new technology available, and it is not being incorporated into the learning experience, then students are being set up to fail these new challenges. Community colleges must be aware of where their students transfer and what those students are going to be expected to know. If we look to the publishers where we buy our text, what do they offer today? Publishers today offer to provide PowerPoint presentations, interactive websites, online course materials, etc.
Due to the ever-expanding world of technology, we now have a wide disparity in knowledge levels. There have been continuous changes in the machines and the software we use. Students doing postsecondary work come to us from all walks of life, and we must be prepared to meet the needs of them all. Students are generally classified as traditional or nontraditional, but the needs of students within these groups can be very different.
Traditional students (recent high school graduates) may have very different needs. Students may graduate from a high school that has a very up-to-date technology program, a very poor technology program, or anywhere in between. We must be able to encourage and expand on the knowledge of some students, while providing the necessary encouragement and training for other students in order for them to be able to compete as they move into the job market or transfer to other schools.
Students who have not moved from high school straight into college are considered nontraditional students. The reasons for these students returning to college can be very mixed, and they also come to us with varying levels of knowledge.
Some of these students may be returning to school from the workplace. Displaced workers may have knowledge in a particular area but lack the skills to be able to find other types of work. Often these students are looking to do something very different or are looking for further training in order to advance.
Some nontraditional students come to us with no computer knowledge and are even afraid of the keyboard itself. Most high school students today have at least some computer experience by the time they reach college, but we must still be prepared to meet the needs of those students who have no basic knowledge of the computer. We cannot expect these students to achieve at the same rate, and yet we must prepare them to compete in the workplace.
It may mean developing and offering classes that do not count toward a degree but do provide the student
with the skills to go on both in the classroom and workplace.
There is also a disparity in the knowledge levels of our faculty and their willingness to embrace and use new technology. Faculty members may be unwilling to learn and accept new teaching methods. They may find that students are more knowledgeable than they are and feel threatened. Other faculty members may be willing to learn and use new teaching methods, they may have kept up with technology changes, or they may have graduated recently with more computer knowledge.
Willing faculty members may find that they have outdated facilities that are not technology friendly, or there may be financial problems that limit their ability to incorporate new technology into their classes. Some faculty members have become frustrated over the years. They argue that they have asked for years for technology updates but have gotten no results. Now they are expected to provide technology-based education and online classes.
One of the biggest problems schools are currently facing is the issue of funding. During this time period, when everyone is shouting budget shortfalls, where do we get the money to keep
up with the ever-changing world of technology? Schools need to take advantage of all the different avenues available to them.
We are constantly pursuing grants from a variety of sources, including federal, state and private grant opportunities. One of the issues that we face with many grants is that, oftentimes, the project must be something "new." Therefore, we must fund ongoing grant activities with institution monies, and many times that?s tough to do.
Forming partnerships is another method of gaining resources. Ft. Scott Community College currently has partnerships with other colleges, such as Pittsburg State University, and with unified school districts and industries?both large (John Deere, Swift Trucking) and small/local (Great West Insurance, Mercy Hospital, WardKraft Printing). This sharing of resources may range from equipment to personnel. This is also a positive method for the college to interact with these entities and often provide needed training.
Some colleges are now charging a technology fee, for either on-campus enrollment and/or online course enrollment. These fees are then funneled toward the upkeep and purchase of high-tech equipment. However, when is enough enough? How much can students afford? Are we pricing students out of an opportunity to receive a quality education?
Just getting the equipment on your campus does not solve anything. Access must be provided to those who are willing to use it, and there are several other factors that may influence its use. The age of your facilities will have a bearing on what can be accomplished in a given room. Some rooms don?t offer the necessary electrical outlets and may not have available network connections for Internet access.
One option that many schools are leaning toward is the concept of Smart Classrooms. Again, questions arise. Does the facility make this a possibility? If all classrooms can?t be equipped, where does the equality issue fit in? Someone on campus will get the burden of deciding who gets those "good" rooms.
Caution needs to be used when designing classrooms, as a vendor may bid equipment that is beyond the needs of the college if there isn?t anyone from the institution involved to help determine necessities. Another viable option is to make the carts mobile so that they may be moved to any location.
Faculty members may feel that they are being asked to do the impossible. They may be teaching in outdated facilities that are not technology friendly. Some faculty members may teach in the same classroom all day, while others may change classrooms from one period to the next. Portable equipment may be out of the question due to the time factor involved in setting up the equipment between classes. Five minutes is not long enough.
One way to incorporate technology into the classroom is to assign Internet projects to be completed outside of the classroom. These projects can often be used to encourage further classroom discussion.
Another way to incorporate technology learning in the class is to have students turn in their assignments via e-mail. Students learn to use different programs (databases, spreadsheets, etc.) for doing their work and then send their work as attachments through e-mail.
Our college is moving toward online courses and online degrees. New faculty computers have helped in getting faculty excited about this new direction. However, another method that is being used is course enhancement utilizing the World Wide Web. We use Blackboard as our platform for online courses. Many of the instructors on campus are uploading supplemental information, quizzes and websites, using the discussion board, etc.?and using this as an addition/enhancement to their course.
Book publishers are now providing the supplemental resources for instructors on a CD that is compatible with their online courseware. As a result, many of these instructors are developing a keen interest in moving to a totally online course.
Instead of attending a lecture class and being "fed" the material, the student must make the effort to log into the course and pursue learning on an independent basis. Obviously, this learning method doesn?t work for all students. In a recent survey completed by online high school students taking courses facilitated by the Southeast Kansas Education Service Center, the majority of the students indicated that they would like to have a "real" teacher. Some students also indicated that they would like more teacher interaction, which could relate to the "real" person issue. However, it?s possible that some of these students had an instructor who didn?t communicate with the students?either frequently or effectively enough. The challenge is convincing faculty that students receive the same quality of education as in the classroom setting. Faculty focus on how to be sure that the student is actually doing the work.
As we move toward integration and implementation of technology across campus, we must address several issues. How will we get the faculty to use their new toys and to use them in a productive manner? We have several success stories thus far.
Faculty and students grasp change more easily when it is made easier for them. Small-group, hands-on training has been a tool not only to teach new skills, but also to sharpen skills and troubleshoot problems that users may have. This training must be an ongoing component in order to be successful and keep users moving in the right direction. A key issue is to provide training when the technology is ready. We all know how frustrating it is to try to learn something that doesn?t really work.
Some universities have used grant monies to create "camps" for faculty. These camps assist faculty in incorporating technological resources and exploring different learning styles and various methods available to tailor instruction to address students? learning needs. They also acquaint faculty with the range of instructional media that can enhance the learning experience.
The same types of training mentioned above may also be used for your adjunct faculty?a very important component who are sometimes left in the wake, or at least feel that they are. This contact will surely encourage buy-in from all involved.
Out with the old, in with the new! Well, it sounds good as far as technology goes, but we will always face challenges if we are to progress. As mentioned before, our college has three years to achieve the 100 percent goal of the faculty using technology to teach in their classrooms. This is a goal that we are excited about, but I?m sure there will be challenges along the way!
How do we get the faculty to continue using the resources and technology provided? We feel that if we keep "feeding" resources to the users, technology progression and integration will occur. However, whose job is it to search for the pertinent information and funding? There probably isn?t an answer. But, hopefully, several people exist on each campus who have this vision and are willing to look for those important resources and grants.
The users also need to see the continued value. Ease and success with use is crucial as we develop equipment carts, Smart Classrooms or equipment checkout systems. If an instructor wants to show a PowerPoint presentation to several classes on a given day but has to move the equipment to a different classroom for each class, it?s going to be understandably tough to have buy-in from that individual. Continued support from the college is crucial if there is to be forward momentum. However, as the powers-that-be see and hear the success stories from both faculty and students, they will, hopefully, see the need for technology.
Debra Cummings is a business professor at Ft. Scott Community College in Ft. Scott, Kansas. She can be reached at debrac@fortscott.edu. Connie Buzzard is an information systems/training specialist at Ft. Scott Community College. She can be reached at connieb@fortscott.edu. Cummings and Buzzard presented the information in this article in June at the Association of Small Computer Users conference in Myrtle Beach, S.C. 
