School Evaluation Summary EDTECH 501 – Boise State University Richard A. Robinson Jr.

Institution: Demographics: The University of Mount Charleston (UMC) 28,203 students 22,534 undergraduates 55% Female, 45% Male 73% Full-time students 47% White, 17% Asian, 15% Hispanic, 8% Black, 5% Unknown, 4% International, 1% Native American

1. Administrative: a. Policy Behavioral (Intelligent): As mentioned in the following quotation, the university is considered Intelligent as the existing policy addresses the needs of all stakeholders. “The primary mission of the Office of Information Technology is to support and enhance teaching, research, scholarly and creative production, and administration through the effective management and use of information technology resources.” Resource/infrastructure (Intelligent): The school has sufficient resources, a well-designed infrastructure, and a very technical responsive support system and because of that is considered an Intelligent administrative system. b. Planning Behavioral (Intelligent): From experience with an online program at the school, I have determined that it meets the Intelligent benchmark because it is obvious that is has a “comprehensive” and “schoolwide” plan. Resource/infrastructure (Intelligent): The actual technology plan could not be located for the university but given all other information presented one has to assume that the plan is Intelligent and has a “formal evaluation” phase that has a “connection to [the] planning” phase. c. Budget

1

Behavioral (Intelligent): Resource/infrastructure (Intelligent): The “comprehensive long-term” administrative budget information was not found for either category through research of the institution. But given other information it is deemed an Intelligent technology system. d. Administrative Information: Behavioral (Intelligent): During my online experience with this institution the “daily use of electronic systems” were routine and the use of “paper systems” were non-existent. Resource/infrastructure (Intelligent): The school meets this benchmark as the “administrative systems are available to all administrators and staff.” 2. Curricular: a. Electronic Information Behavioral (Intelligent): The school has met the requirements for being considered an Intelligent design as the faculty and students are “dependent upon information resources and use them daily.” Resource/infrastructure (Intelligent): The university meets the benchmark as faculty, students, and administrators have continuous access to all electronic information through the Office of Information Technology. b. Assessment Behavioral (Intelligent): For online programs, my only firsthand experience with the school, the assessment system rates as an Intelligent one as “technology” was “an essential part of the assessment process.” Resource/infrastructure (Intelligent): This information was not available for review, as I am not a part of the administration or faculty, but given the data in this document one must assume that it is an Intelligent system whose “assessment tools are available for student and staff use.” c. Curricular Integration 2

Behavioral (Intelligent): The university has an extensive training program for faculty and staff, and it “provides classroom technology and an on-line course management system to support the academic aims” of the faculty. Resource/infrastructure (Intelligent): Given all data it is safe to assume that the school has sufficient resources and infrastructure in place to make it possible all curricular areas to have access to technology. d. Teacher Use Behavioral (Intelligent): Today, teachers are not able to be effective without using some form of technology. At the school, teachers have access to and use on a regular basis many forms such as email, document sharing, group discussions, and video presentations. Resource/infrastructure (Intelligent): At the school, teachers “have access to appropriate technology” to use for instruction in their particular field of study and is considered Intelligent. e. Student Use Behavioral (Intelligent): For online programs at the school, students “cannot meet outcomes without” using the “technology frequently.” For instance, most online programs expect learners to interact with the course content on a daily basis and only an Intelligent school can provide that. Resource/infrastructure (Intelligent): As stated above, all students have “consistent and regular access to appropriate technologies” and must use them on regular basis to be successful. 3. Support: a. Stakeholder Involvement Behavioral (Intelligent): At the university many groups are represented in the technology “planning and implementation” process. For example, the school has many committees involved in the process such as the Course Management System Coordinating Committee (CMSCC), the

3

Faculty Technology Advisory Board (FTAB), the Information Technology Coordination Committee (ITCC), and the Student Technology Advisory Board (STAB). Resource/infrastructure (Intelligent): The information above shows that all groups are represented at the school regarding technology and curricular planning. b. Administrative Support Behavioral (Intelligent): The school offers substantial administrative support and has a technical email and phone hotline that is open during standard business hours. Resource/infrastructure (Intelligent): This information could not be located but it is safe to assume that members of the technology department provide “significant…time and support…to the planning and implementation process.” c. Training Behavioral (Intelligent): The university has an extensive training program that “provides classroom technology and an on-line course management system to support the academic aims” of staff and faculty. Resource/infrastructure (Intelligent): This is in place at the school as the technology department “provides access to tutorials and guides” and provides regularly “scheduled computer workshops” for faculty and staff. d. Technical/Infrastructure Support Behavioral (Intelligent): The school meets the Intelligent benchmark, as it administers timely “technology support for…faculty, staff, and currently enrolled students.” Resource/infrastructure (Intelligent): The university also has “full-time personnel” that are in place to assist faculty, administration, and students with “password resets, account issues, wireless, e-mail, Web Campus or other computing problems.” 4. Connectivity: 4

a. LAN Behavioral (Intelligent): The school has total LAN access and is has met the Intelligent benchmark. Resource/infrastructure (Intelligent): As stated in the university literature, the technology department “strives to create a reliable, high speed, and flexible network infrastructure. We expect the network to be as seamless as all other large-scale public systems like telecommunications and power supplies.” b. WAN Behavioral (Intelligent): This answer was unattainable but given information learned about the school’s wireless networks one has to assume that faculty and “staff use available WAN services for video, voice, and sophisticated data needs.” Resource/infrastructure (Intelligent): Faculty, staff, and students have constant access to a central “comprehensive” wireless network. There are also other networks on campus that serve the needs of individual departments and projects, and there are over 30 wireless hotspots located throughout the campus. c. Internet Access Behavioral (Intelligent): This school is “participating in Internet2 to allow our high-speed connectivity between our campus and other Internet2 sites to facilitate research and collaborative work that would not be possible at the transmission rates allowed by the commodities Internet.” Because of this it meets the benchmark of an Intelligent system of technology planning and use. Resource/infrastructure (Intelligent): As stated in the WAN description, the school has many Internet access points and also has an encrypting service that provides much security during interactions with computers and mobile devices. d. Communication Systems: Behavioral (Intelligent): 5

For this school, email is the main mode of communication for all “school learning and support communication.” Resource/infrastructure (Intelligent): As stated, at the university email has replaced all other forms of communication and is accessible to all faculty, administrators, and student. 5. Innovation: a. New Technologies Behavioral (Integrated): Regarding the specific area of the school’s distance education programs, this would be considered Integrated as “new technologies are readily accepted.” Resource/infrastructure (Integrated): From my experience with the school as an online student, it appeared that the technology that was used by faculty and staff was current and adequate but not comprehensive or cutting-edge (“adoption of new technologies”). b. Comprehensive Technologies Behavioral (Integrated): As stated, the school’s technology plan is “fairly comprehensive” but “lacks more advanced techniques.” Resource/infrastructure (Integrated): This question was difficult to answer without more data but the informed assumption is that the school is providing excellent technology service and access “but [some of the] equipment has not reached full potential” and considered Integrated.

Conclusion Not being a teacher the example that I chose to use for this assignment was a former university. As seen from the information provided, this school is considered an Intelligent school when compared to the Maturity Model Benchmarks for technology use.

6

Sign up to vote on this title
UsefulNot useful