Return on Instructional Technology Investment:
Getting the Bang for the Buck
Sylvia Bedwell Brace, Ed.S.
Abstract
Is the high cost of technology in the classroom really worth it? If the
investment ever does "pay off," what sort of benefits are realized?
After several years of investment in instructional technology equipment,
facilities, and training, Middle Tennessee State University (MTSU) students
and faculty are realizing the advantages that technology-based instruction
can bring. A combination of survey results, faculty and student interviews,
and documented changes that have been brought about at the University as
a result of technology integration illustrates the rewards that have been
reaped not only by students and faculty but by the University as a whole.
Survey results and comments show that students who are exposed to technology
in their courses attend class more often, have increased interest in the
subject matter, and believe that they learn more. Faculty find that technology
use enables them to re-think and restructure their courses and to receive
local and national recognition because of their work with technology. The
University as a whole is also gaining recognition due to the comprehensive
level of support that faculty are given in their efforts to integrate technology
into their teaching.
Introduction
A digital media center for $50,000, three new master classroom for $100,000,
an instructional technology support specialist for $35,000 per year, and
a campus-wide network for $2.5 million--the initial cost of instructional
technology is high and the continuing cost is even higher. Like many other
colleges and universities, MTSU has been faced with making some important
decisions regarding its investment in and commitment to instructional technology.
Several basic questions have been introduced along the way. Why use technology
in the teaching and learning process at all? What will justify its cost?
What value will instructional technology really bring to the University,
to its faculty, and to its students?
MTSU's Instructional Technology Investment
MTSU's investment in instructional technology has been ongoing, a continuing
commitment rather than a mere allocation of funds for hardware. This commitment
stemmed from the mission of the University to assist its students in becoming
educated men and women by broadening their interest; helping them think
logically, critically, and imaginatively; allowing them to communicate more
effectively; and letting them acquire a basic understanding of a discipline.
The commitment is mirrored in strategic planning that identifies instructional
technology needs as important components to consider in planning for MTSU's
future. It is also evident in day-to-day University operations.
Instructional technology resources at MTSU take many forms. Hardware investments
have included computers in offices, labs, and classrooms; the campus-wide
network; master classrooms; distance learning facilities; and instructional
technology development centers. Other resources committed include support
personnel, training facilities and materials, conferences, and award and
grant money for instructional technology use and development.
Understanding the Purpose of Instructional Technology
In 1989, the administration of MTSU made a commitment to technology on
a large scale when the decision was made to provide every full-time faculty
member with a microcomputer. This important first step gave faculty a tool
to assist with class management, course development, and research. It also
exposed them to the possibilities of using technology in teaching and learning.
After a few years of using their microcomputers for office work, more and
more MTSU faculty became interested in using technology in the classroom.
They wanted to know what they could do differently with technology. They
wondered if their use of instructional technology would really be beneficial
to their students. Obviously, faculty needed to know the possibilities of
instructional technology as well as the advantages of using it before they
were willing to expend the effort required to bring it into their own classes.
While technology such as computers and LCD panels had been on the MTSU campus
for a number of years, before 1994 little was being done to integrate technology
in the classroom. In the spring of 1994, a symposium that focused on how
instructional technology is being used in higher education was held for
MTSU faculty. Presenters from a variety of disciplines demonstrated how
they developed multimedia applications and how they applied them in their
courses. MTSU faculty discovered that technology would allow them to teach
and their students to learn in a way that was previously not possible.
Other conferences and symposiums are held annually that feature the various
ways technology can change how and what instructors teach. These conferences
are particularly valuable for faculty who want and need continued support
from their peers and instructional technology leaders. The continued financial
investment made by MTSU to sponsor these important instructional technology
events includes personnel, printing, and supply costs of thousands of dollars
per year.
Providing Access to Instructional Technology
Faculty need access to technology of all
types. Networked computer, audio/visual, and specialty equipment in faculty
offices, classrooms, labs, distance learning facilities, and multimedia
development centers must be readily available. The equipment must be reasonably
up-to-date, stable, and reliable. It must also be adequately maintained
and upgraded.
First and foremost at MTSU, every faculty member needed a networked computer
on his or her desk. The initial investment made at the University to provide
the campus-wide network and a computer for each faculty member was for millions
of dollars with a continued investment of millions more. With their networked
computers instructors began to use productivity software to type syllabi
and tests, record grades, send and receive electronic mail, and create handouts
and transparencies. Becoming acquainted with the impact technology can have
on office tasks, research, communication, and printed materials is a crucial
first step in the evolution of faculty's use of technology in the classroom.
The almost total absence of computer and audio/visual equipment in classrooms
on the MTSU campus severely restricted the use of technology in the classroom.
Prior to 1994, a few industrious instructors brought portable computers
and LCD panels to class, but this setup proved limiting as well as cumbersome.
Master classrooms made the necessary technologies both accessible and convenient
to instructors for the first time in 1994. These specially-equipped classrooms
provide a wide range of computer, media, projection, communication, and
control capabilities, including connection to the campus network. These
rooms are easy to use and feature a wide variety of presentation and demonstration
equipment including a computer, document camera, VCR, and laser disc player.
MTSU has invested in eleven master classrooms with forty-six more in development
for spring 1998. The initial cost of each master classroom ranges from $15,000
to $40,000 depending on the type and quantity of equipment installed. Continuing
costs include the maintenance and upgrade of the equipment and the support
of the faculty using the rooms. During the past two years, over two hundred
MTSU faculty have taught in one of these rooms and have creatively used
the technology to enhance, complement, or even reinvent their subject matter.
MTSU's distance learning facility developed in 1995 required an initial
commitment of over $100,000 for facility renovation and equipment. Ongoing
distance learning costs for connection to a variety of sites range from
$15,000 to $25,000 per year. The distance learning facility permits the
students at a distant site and the instructor and students on the MTSU campus
to see and interact with each other as if they were in the same room. Documents
and illustrative materials are shared by participants at each site.
Complementing office microcomputers, master classrooms, and distance learning
facilities at MTSU are two fully equipped multimedia development center
each housing approximately $50,000 in equipment and software. These centers
developed in 1995 and 1997 feature specialty equipment that a typical instructor
does not have in his or her office. Equipment in the centers includes color
flatbed scanners, slide scanners, CD-ROM mastering systems, and video/audio
digitizing equipment. A wide variety of specialty software is also provided.
Instructional technology specialists, graduate students, and interns are
available in the centers to assist faculty with the development, use, and
integration of instructional technology. Their salaries and benefits as
well as maintenance of the facilities and equipment create an ongoing cost
for providing the centers for the faculty.
In addition to permanent facilities, instructors also need access to portable
equipment. Two MTSU departments have a supply of equipment such as portable
computers and LCD projectors and panels for faculty use. The initial cost
of the check-out equipment was approximately $25,000 - $35,000 with a continuing
cost of several thousands of dollars per year for upgrades and support.
These check-out systems are in high demand and play an important role in
making technology available "anytime, anywhere."
Training in Instructional Technology
While MTSU's investment in instructional technology includes computer, distance
learning, and audio/visual equipment, the hardware investment is only the
tip of the iceberg. Training faculty on the use of instructional technology
and its integration in the curriculum is crucial. Faculty require
a hands-on experience in workshops and orientations that are offered at
convenient times.
With microcomputers arriving on campus in large numbers in 1989, MTSU's
Office of Information Technology offered the first faculty development workshops.
Initially, these workshops covered the use of operating systems; productivity
software such as word processing, spreadsheet, and database; desktop publishing;
electronic mail; and statistical software. Over the next few years, the
workshops grew in number and scope to include the use of presentation and
multimedia authoring software. Since 1995, an increasing number of workshops
focus on the use of technology in the curriculum and instructional design.
The resources necessary to offer the workshops include qualified personnel,
training facilities such as computer labs and master classrooms, and training
materials such as workbooks, sample files, and video tapes. The initial
and ongoing cost of these resources is tens of thousands of dollars.
To make sure that faculty new to instructional technology facilities such
as master classrooms, the digital media center, and faculty multimedia development
center are comfortable using the equipment, orientations are offered several
times each semester. One-on-one training sessions are conducted throughout
the semester as well.
Additional training opportunities are available to MTSU faculty with the
annual Mid-South Instructional Technology Conference and Faculty Summer
Instructional Technology Institute. These events feature a variety of presentations,
workshops, and discussion groups that focus on the effective use of technology
in higher education.
Support of Instructional Technology
Support is critical to faculty using instructional technology. They need
technical support for the hardware and software in their offices and in
the classrooms. They also need support for the development of technology-based
instructional tools such as multimedia applications. The cost of providing
this ongoing support is hundreds of thousands of dollars, one of the largest
monetary commitments related to instructional technology that is made by
MTSU.
Microcomputer specialists and technical support specialists provide faculty
with technical support on computer hardware and peripherals as well as software
applications. Technical support is also provided for audio/visual and distance
learning equipment, modems, and network connections. This support includes
acquisition assistance, installation and configuration of equipment and
applications, and troubleshooting hardware and software problems.
Two instructional technology support specialists provide one-on-one assistance
with the development of multimedia applications. Additional support includes
consultation on the integration of technology into courses and instructional
design. Through an Internet list service, the instructional technology specialists
provide information to faculty on hardware, software, pedagogy, and training
opportunities.
Many faculty understand that integrating technology into their teaching
will enhance their courses and help them to communicate complex ideas to
students more effectively, but they simply don't have the time to revamp
their courses to accommodate the use of technology. Effective instructional
technology takes time to develop and the demands on a faculty member's time
does not allow for hours of development. To address this need, funding of
$40,000 provides twelve grants in fall and spring for faculty release time
and ten summer pay grants. Since 1994, fifty MTSU faculty members have received
either three credit hour release time or summer pay grants. These grants
give them time to rethink their curriculum and develop technology-based
instructional tools for use in the classroom.
The Return on the Instructional Technology Investment
The instructional technology investment made by MTSU has been substantial
but the rewards realized from the use of technology in the classroom have
been significant. The University has benefited by gaining a competitive
edge and regional recognition for its commitment to the use of technology
in teaching and learning. Faculty have enjoyed a broadened resource base
and advanced classroom tools that facilitate the teaching of multi-dimensional
and complex subject matter. Students have experienced an enriched learning
environment and enhanced communication.
The Return on MTSU's Instructional Technology Investment for Faculty
Instructional technology simply makes teaching and learning easier. It has
given MTSU faculty the necessary tools to provide a quality education to
a growing number of learners with diversified backgrounds and educational
needs. Technology in the classroom has enabled faculty to easily add all
types of information to their lectures. Also, it has enhanced faculty and
student communication.
One of the main reasons that MTSU has made such a large commitment to technology
in the classroom is that the faculty have found it to be a very valuable
tool. In its simplest application, technology improves the organization
and legibility of an instructor's material. A nursing professor commented
that technology allowed her to make her lectures "more visual."
In more complex applications, technology allows presentation of materials
in the classroom that would otherwise not be possible. For instance, one
MTSU professor is working on using technology in the classroom to create
a virtual workplace.
Technology enables MTSU faculty to bring the information world into their
classrooms. They are able to display and demonstrate information from a
variety of sources including the World Wide Web, Gopher servers, newsgroups,
and other Internet resources. An MTSU economics professor at MTSU found
the ability to manipulate and search large amounts of current information
in his classes very beneficial. He felt that technology-based resources
in the classroom gave his course an international flavor and brought life
to some topics that had previously been pretty dry.
Communicating effectively with students is always a challenge for a busy
faculty member. MTSU faculty find that the communication they have with
their students is improved through the application of WWW page postings,
Web bulletin boards, discussion groups, listservs, and chat sessions. A
biology professor found that he was actually able to interact more with
his students when he added electronic communications than when he relied
solely on more traditional means. He found that student communications involved
more individualized instruction that is valuable to increasing student interest
and understanding.
Return on MTSU's Instructional Technology Investment for Students
Traditionally, higher education institutions have not fared well in measuring
the benefits of technology-enhanced course delivery versus more traditional
methods of instruction. This failure has likely occurred because of their
unwillingness or inability to look beyond institutional costs and benefits
to those of their major constituency--the students. When MTSU evaluates
its instructional technology investment, it is with the students that the
University finds the best return.
With improved interest in and understanding of the academic subject matter,
increased opportunities, and better preparation for the future, MTSU students
have experienced the greatest payback on the investment.
Study after study is beginning to demonstrate that students who are exposed
to technology in the teaching and learning process learn better and learn
differently than students who aren't. Technology in the classroom appeals
to the variety of student learning styles in a way that is not possible
with traditional lecture. Several faculty members have noted marked improvements
in student grades with their applications of technology in the classroom.
They have found that instructional technology used effectively increases
student comprehension and understanding of even the most complex subject
matter.
The best technology used in MTSU classrooms is the one that is almost transparent to students. When instructional technology is used effectively it is the content and the increased learning opportunities not the technology that students remember. One instructor inte