Assessing Instructor Needs and Program Potentials

Technology training involves not only access to equipment and the acquisition of technical skills but the careful integration of pedagogical, programmatic, and individual instructors' needs. Thus, in order to consider which training model might be most feasible for your context, please use the following questions to assess the needs and potentials within your program.

Instructors

1. Who makes up your pool of instructors?
2. What are their disciplinary backgrounds and teaching experiences?
3. What are their technical backgrounds?
4. What are their institutional positions (i.e., graduate teaching assistants, lecturers and adjuncts, faculty)?
5. Ethically and practically, what sort of time commitment to training is reasonable for these individuals?

Courses

1. What types of classes are taught in computer classrooms (required or elective, upper or lower division, subject matter, etc.)?
2. How might these courses integrate the technology into their curricula?
3. Based upon classroom objectives, what sort of training in most urgently needed?

Students

1. What student populations do the instructors work with?
2. What are the students' needs and expectations in terms of technology?
3. What are their technical proficiencies and backgrounds?

Institutional Expectations

1. Is computer teaching common or rare in your context?
2. Is it already an accepted part of the pedagogical environment?
3. What curricular goals and expectations are in place institutionally for student literacies (i.e., mission statements, curricular guidelines, degree requirements, etc.)?
4. What value is placed on computer teaching in relation to decisions about tenure, promotion, contract renewal, etc.?
5. What programmatic support and rewards are available for technology training?
6. Are structures available for the valuation of teacher performance, recognition of participation in training, creation of official positions for people facilitating training, etc.?