On behalf of the Technology 2020 Leadership Team, I would like to thank everyone who completed the Technology 2020 Planning Survey. We collected data from 183 Extension faculty and staff, thus providing a good baseline as to technology use in the organization. The data was certainly helpful to those participating in the recent Technology 2020 Planning Retreat; the data helped to inform a number of discussions that took place during the meetings.
To review the data click on one of the links below.
Technology 2020 Survey – Age: http://go.unl.edu/f4dz
Technology 2020 Survey – Location: http://go.unl.edu/5ziq
Technology 2020 Survey – Position: http://go.unl.edu/u78b
Technology 2020 Survey Results – Overall Data: http://go.unl.edu/q3x4
The data is presented in different files; I would start with the file Technology 2020 Survey Results – Overall Data.xlsx. Additional data files represent information filtered by generation, position and location.
Following are some general observations the Technology 2020 Leadership Team gleaned from the data, but for more detail and your own interpretation the data files are provided.
Key UNL Extension Technology 2020 Survey Themes
• The use of laptops, iPads and smartphones appear to be consistent with societal trends/data (i.e., Pew Research Center data). Extension is a mobile enabled organization, which is consistent with the roles/responsibilities of educators and faculty. Internet service appears to be readily available at work and when traveling, the only question is does every office have the bandwidth necessary to support a collaborative organization using multimedia in communications and program delivery (e.g., video conferencing, graphics, etc.). All educators have iPads; however, they don’t seem to be used for program development and delivery. We have opportunities to help people feel comfortable in using them in their work.
• It appears the organization is able to backup data, upgrade operating systems, and maintain data security. It speaks well to the availability of computer support within the organization.
• People report they are proficient in using word processing, worksheets, and presentation software; database proficiency is questionable; however, some people may have no need for it. Few report proficiency in using project management, graphic and video production and use of gaming software.
• There is use of certain cloud applications, i.e., backup/storage, scheduling, Google drive (docs, worksheets, etc.), but little or no use of Evernote, Slideshare, or assessment programs. One is left wondering about the level of collaboration occurring across the organization.
• Half the respondents report they use online survey software, but few, if any, use clickers, mobile assessment, online library resources, blogs, web analytics, etc. Video conferencing is used; however, project planning/tracking and online curriculum development (learning management system) software are not. With regard to video conferencing it may be people are reporting based on their participation in webinars (what they pull) rather than using the technology in program development and delivery (push).
• There appears to be limited use of social media in program development and delivery, i.e., Twitter, YouTube, Pinterest, LinkedIn, Google+, Instagram, Tumblr, blogs, Wikipedia; however, half of the respondents report using of Facebook.
• A third or less report using web page management tools, electronic newsletters, multimedia publications, YouTube videos, decision support tools, digital diagnostic tools, or Ask an Expert (eXtension).
• There is limited use of social media; therefore, we appear to be missing out on the opportunity to engage and reach people in the spaces where they work. Thus, there is little or no visibility…we are likely not well known in subject matter related online communities. Those using social media are likely using it for personal interest rather than professional development needs assessment, and program delivery evaluation. Are we using it to engage, reach and to educate people?
• We are not using analytics to measure program access and content use. We are not using analytics to make program and content decisions. How are we going to use it in conjunction with more traditional standards for program measurement?
• With regard to training, it appears people are saying, “I don’t have time, this is not a priority.” Looking ahead, professional development needs to be a priority. So, how do we make it more important, how do we give them credit and cause them to explore, learn, and adopt new technologies? Nearly 70% of the organization is reporting they take training 4 times a year or less; this is a problem. Is it access, a lack of priority? It should be an important part of what we do, as important perhaps subject matter training. We are losing ground while focusing on traditional program delivery. We are not in the online places where conversations and discussions are taking place, where the people are. We are losing visibility, recognition of our brand. There is an Extension document detailing organizational competencies. Perhaps there should be a section for competency guidelines, around learning new technologies and their application in program development and delivery. They want training opportunities in video, social media, blogging, apps and teaching on the web with a focus on best practices. It appears most people prefer face-to-face training options.
• Curating of content is limited. Of those reporting they are curating, the question is are they referring to interaction with their county web sites? Currently, there are a limited number of people managing our web sites.
• Over half of the respondents indicate they are not supportive of certification. It raises the question of why not? Why would you not want accomplishments included, is it not important? Is there a lack of understanding as to what badging is?
• When filtered by generation: Skills and use of applications are not dramatically impacted by generation; however, certification and it’s inclusion in promotion and tenure is interesting when viewed by generation. It appears those younger in their career would like to see certification granted and included in promotion and tenure considerations.
• When filtered by position: Tablets and smartphones appear to be the equipment of choice for educators. Use and interest in learning software appears to be different for specialists versus educators. Educators are more interested in certification opportunities and inclusion in promotion and tenure than other positions.
• When filtered by location: Face-to-face professional development (preferred format) opportunities appear to be more accessible for people located on campus and in the Southeast District.
-- Dan Cotton