TSC Maturity Model Assessment

7/31/2019 TSC Maturity Model Assessment

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Technology Maturity Model Impact

AnalysisTeachers State College (2012)Prepared by Cynthia Sarver, Ph.D., EdTech Associates


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Table of Contents

PART I: TSC DEMOGRAPHICS 3

SUMMARY 3

PART II: TSC STAGES OF TECHNOLOGY USE OVERVIEW 4

OVERVIEW OF

STAGES OF

TECHNOLOGY

MATURITY

4SUMMARY OFTSCTECHNOLOGY MATURITY ASSESSMENT 4OVERVIEW: EMERGENT ISLANDS OF TECHNOLOGY USE 5

PART III: MATURITY MODEL BENCHMARK ANALYSIS BREAKOUT 6

ADMINISTRATIVE FILTER 6CURRICULAR FILTER 7

SUPPORT FILTER 8

CONNECTIVITY FILTER 9INNOVATION FILTER 9

PART IV: SUMMARY RECOMMENDATIONS 10

SUMMARY RECOMMENDATION 10

PART V: APPENDICES 11

APPENDIX A: TEACHERS STATE COLLEGE MATURITY MODEL IMPACT BENCHMARK MATRIX 11


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PART I: TEACHERS STATE COLLEGE DEMOGRAPHICS

Total

Percent of Total

Enrollment

Undergrad Total 7,234 100%

Full Time 6,292 87.0%

Part Time 942 13.0%

Male 2,987 41.3%

Female 4,247 58.7%

In State 7,039 97.3%

Out of State 132 1.8%

International 59 .8%

Total

Percent of Total

Enrollment

Grad Total 1,035

Full Time 320 30.9%

Part Time 715 69.1%

Race/Ethnicity*

White 5421 76.8%

Black 193 2.7%

Hispanic 303 4.3%

Asian/Pacific

Islander

97 1.4%

American Indian

Alaskan Native

40 .6%


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PART II: TEACHERS STATE COLLEGE STAGES OF TECHNOLOGYUSE OVERVIEW

Overview of Stages of Technology Maturity

The Emergent Systems Stage is characterized by:

Lack of formal support when using computing technology for instruction

No formal plans, policies or procedures exist to ensure the efficient and appropriate acquisition or use

of technology throughout the Institution

Computers are used sporadically throughout the Institution

Institution wide coordination to ensure grade level and program level access is absent

Formal support for teacher training is minimal

The Islands of Technology Stage is characterized by:

Regular use of computers at one or more grade levels and program levels at each school within the

Institution on a regularly scheduled basis

Formal plans, policies and procedures exist to facilitate the optimal use of technology in both

instructional and administrative areas throughout the Institution

Institution sponsored and school sponsored training is available Technology has budgetary visibility at the Institutional level and school/program level

The instructional delivery system is somewhat dependent on technology

The Integrated Systems Stage is characterized by:

Regular planned access for students to technology as a means of instruction and a focus of instruction

Teachers' systems also support administrative functions, such as grading, attendance and electronic

mail

Technology has a high budgetary visibility at the Institutional and school/program level

Comprehensive plans, policies and procedures for instructional and administrative use of technology

are reviewed and revised regularly

The Institution is an advocate of technology training for all personnel

The instructional delivery system is very dependent on technology

The Intelligent Systems Stage is characterized by:


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Overview: Emergent Islands of Technology Use

Regular use of computers at one or more grade levels and program levels at each school within

the Institution on a regularly scheduled basis (Islands)Technology is regularly used at TSC, with institution-wide reliance on Banner Web. For course

instruction, Blackboard has recently been adopted by the institution, however faculty adoption

is minimal.

Formal plans, policies and procedures exist to facilitate the optimal use of technology in both

instructional and administrative areas throughout the Institution (Islands).

While these plans exist, they are not comprehensive in scope, which is characteristic of the

Integration stage.

Institution sponsored and school sponsored training is available (Islands)

As part of new employee induction, administrative staff receives training on the appropriatetechnology systems for their position. However, faculty technology training is optional.

Technology has budgetary visibility at the Institutional level and school/program level (Islands)

While technology is on the institutional level, individual departments do not have technology

budgets, nor are they systematically encouraged to consider technology as a regular part of

their discussions of department business or course instruction.

Teacher training is minimal (Emergent)

Regularly scheduled training for Blackboard is available. However the lack of other available

training on other technology, and the limit of one-on-one sessions to narrowly defined list of

supported programs ultimately limits faculty development of digital literacies.


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PART III: MATURITYMODEL BENCHMARKIMPACT BREAKOUTANALYSIS

TheMaturity Model Benchmark Impact Tableprovides a means of analyzing the impact of technologyefforts on specific components of the organization. Five key areas of the organization are identified:Administrative, Curricular, Support, Connectivity and Innovation. Each area is an important ingredientin attaining high levels of technological maturity. Technology projects can focus on a key area such ascurriculum to achieve a specific objective. The five areas, taken one at a time, becomean organizational filter. Each filter facilitates drilling down into a specific area for analysis. Thetechnology planner can evaluate organizational strengths by each area and tune the application ofresources to promote the objectives of the technology plan.

On a 4-point scale, our analysis of TSCs technology maturity according to these organizational filters(seeAppendix A) reveals that the institutions most mature areas of technology resources andbehavior are found in the Administration (2.25) and Connectivity (2.13) categories, followed by thosein Curriculum (1.8), Innovation (1.75), and Support (1.37). The purpose of this report is to providethe institution with a strong sense of its strengths and its areas in need of development in order tomove on to the topics about which the following discussion and the supporting documentation willhelp illuminate. This summary will give an overall picture of the institution, which the more detaileddiscussion below will analyze through the five filters of Administration, Curriculum, Support,Connectivity, and Innovation and their component subsections.

Please note that that report is one part of the assessment phase ofthe overall technology plan,which includes assessment, formulation, and implementation phases (Sibley & Kimball, 1997). This

technology maturity assessment provides an overview of TSCs current technology resources andbehaviors for using those resources, thus providing the foundation for future recommendations and

implementation plans.

The table below provides the rationale for our assessment of TSCs technology maturity within eachorganizational filter (see Appendix A).

PolicyEmergent // Islands // Integrated // Intelligent

ADMINISTRATIVE FILTER (2.25/4=ISLANDS+)
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BudgetEmergent // Islands // Integrated // IntelligentComprehensive long-term budgeting for the institution and multiple budgets including

upgrades, etc., do exist, as do specific budgets, along with line items in other budgets for long-term

budget needs.

Administrative InformationEmergent // Islands // Integrated // IntelligentWhile administrative systems are utilized by most of the staff members, only a few have yet to gopaperless. Administrative systems (such as Banner, etc.) are available to many (but not most)administrators and staff. Too few systems are digitized.

RECOMMENDATIONSThis is TSCs strongest category, and as such provides a strong foundation for further development inthe other categories. Policy, Planning, and Budgets are in place to provide a strong backbone formore robust, comprehensive, and innovative integration of technology into teaching and learning.

Electronic InformationEmergent // Islands // Integrated // Intelligent

Students and staff are somewhat dependent upon information resources and utilize them often.

Resources are fairly comprehensive providing depth or diversity but not both. Access is available to

all students when on campus, but remote computing should be improved, and students should be

given more liberal privileges regarding interlibrary loan. Also, library databases should be expanded.

Along these same lines, more digital video production and hosting resources are needed, and these

should be more fully integrated into teaching and learning with liberal access granted to all. Currentlyfaculty must go through the time-intensive process of contacting a representative from IRSC to move

video to a dedicated streaming server, a process which tends to be prohibitive. The college has no

compatible digital audio and video recording equipment to speak of.

CURRICULARFILTER (1.8/4=EMERGENT)


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Teacher UseEmergent // Islands // Integrated // IntelligentThere is occasional technology use by teachers for curriculum enrichment and material generation.

And it is notable that in the cases where faculty have wanted to move beyond Blackboard, that thecollege has overtly refused to support faculty who are attempting to integrate Web 2.0 technologiesinto their classes. And while all teaching faculty have access to appropriate technology in theiroffices, frequently faculty are forced to teach in classrooms that lack computers, projectors and/orother equipment that is needed to support technology integration in classroom teaching.Furthermore, recent decisions by IRSC to halt the delivery of smart carts to classrooms in order toprovide them with necessary hardware for technology further inhibits teachers integration oftechnology into their classrooms.

Student UseEmergent // Islands // Integrated // Intelligent

Despite their prolific use of social media outside of school, students use technology often in theircourses, but in limited ways such as word-processing. Some students have consistent and regularaccess to appropriate technologies, but as intimated above, remote access limitations create problemsfor the many off-campus and commuting students.

RECOMMENDATIONSNow that strength in the administrative filter has been established, a steady focus on developingcurriculum integration is the logical (and necessary) next step. Encouraging teacher and student use,

is a matter of access, support and connectivity, however, so in addition to working with faculty to bestsynthesize technology with their discipline-specific learning objectives, equal attention will need to begiven to these other areas.

Stakeholder InvestmentEmergent // Islands // Integrated // Intelligent

Some of the groups are aware of the planning and implementation procedure, but few are engaged inthe process, but few groups are represented in the planning and implementation process. Forexample, in the recent discussion about LMS integration, a committee of faculty who were hand-

l t d b th A i t P t d th d i i th th h i i id i it ti

SUPPORT FILTER (1.37/4=EMERGENT)


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RECOMMENDATIONSA key factor in increasing students digital literacies, and, simultaneously, enhancing their learning inthe subject areas requires a commitment to technical support and training of both faculty andstudents.

Local Area Networking (LAN)Emergent // Islands // Integrated // Intelligent

Staff and students use available networks often, but use is unsophisticated and limited. High-speed

networking, limited to isolated areas. Networking in departments is largely non-existent; same,

among students. Wireless connectivity is problematic to non-existent in numerous areas throughout

campus.

District Area Networking (WAN)Emergent // Islands // Integrated // IntelligentStaff use district services often, but in very traditional and basic manners. District area networking

infrastructure with dedicated, high-speed lines; several data services are available. Little networkingbeyond Banner Web.

Internet AccessEmergent // Islands // Integrated // IntelligentFew staff and students use the Internet frequently, and curriculum integration is not apparent. DirectLAN Internet access in some locations. As discussed above, despite some good connectivity in somespots throughout campus, remote access and Web 2.0 integration is largely ignored and/ordiscouraged.

Communication SystemsEmergent // Islands // Integrated // IntelligentE-mail is used frequently to form administrative and learning activities. E-mail is available to all staffand students. Much business communication happens via email and the college recently issued apolicy requiring faculty and staff to read their email at least once weekly so as not to miss important

F lt l l il t d t

CONNECTIVITY FILTER (2.13/4=ISLANDS)


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Comprehensive TechnologiesEmergent // Islands // Integrated // Intelligent

Technology is fairly comprehensive, but lacks more advanced techniques. Available technologyutilization is limited to one or two types of technology such as email and Blackboard -- for moststaff and students.

RECOMMENDATIONSThough this is perhaps the last thing that TSC needs to be worried about during this next phase oftheir development, since before focusing on innovation, it will be important to encourage more facultyto incorporate technology into their teaching, the IRSC would be wise to consciously adjust itsattitude toward new technologies in order to foster a more playful and encouraging atmosphere ofinnovation around technology integration, which will help with its shorter term goals in the meantime.Supporting and encouraging colleagues who are experimenting with new media mentor other facultymembers who are a bit behind them on the learning curve (i.e., communities of practice) is perhapsthe best way to foster the pro-technology or spirit of innovation necessary for faculty to take that firststep into technology integration in their teaching.

PART IV: SUMMARYRECOMMENDATIONS

As one of the largest producers of teachers in the State of New York, Teachers State College owes it

to its students and its students students to begin focusedly promoting the integration of technology

into teachers instruction (and thereby students learning). While attending to lingering issues of

ways to promote engagement in IRSC policies (such as a more democratic engagement of the campus

community in the decision-making process) and a responsive approach to faculty concerns, we

recommend a three-pronged approach, that builds upon TSCs already mature levels of technology

use in Administration and Connectivity will help accomplish what should be the principal goal of any

institution of education, K-16:

1. Support and encourage the use of more and more diverse types of hardware and software on

campus. Revise current support and resource guidelines for a more open policy that is

prepared to support innovation.

2 Provide generous and diverse types of support for teachers wanting to integrate technology


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APPENDIX ATeachers State College

Maturity Model Impact Benchmark Matrix

Emergent(1)

Islands(2)

Integrated(3)

Intelligent(4)

Maturity ModelBenchmarks (fromrubric)*

ADMINISTRATIVE2.25=Islands+

Policy

behavioral

x

Appropriate technology useis formalized, but is mostly isignored by many in theschool.

resource/infrastructure

x

Formal policy exists, but isnot comprehensive in natureor has not been approved bythe governing body.

Planning

behavioral

x

Formal planning takesplace, but is isolated tospecific projects with someconnection to other planningefforts.


x

Formal plan with isolatedimplementation and little orno connection to otherplanning efforts.

Budget

behavioral

x

Comprehensive long-termbudgeting for the institution;multiple budgets includingupgrades, etc.


Specific budget is providedin addition to line items inother budgets for long-termbudget needs.

Administrative Information

behavioral

x

Administrative systems areutilized by most of the staffmembers; some paperlesssystems are in place.

resource/infrastructurex

Administrative systems areavailable to manyadministrators and staff.

CURRICULAR1.8 = Emergent

Electronic Information

behavioral

x

Students and staff aresomewhat dependent uponinformation resources andutilize them often.


x

Resources are fairlycomprehensive providingdepth or diversity but notboth. Access is available tomost.

Assessment behavioralx

Used by many of the staffand some of the students forthe evaluation of work and
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self-assessment.


x

Some reporting andassessment tools areavailable, with a focus ontraditional assessmentmeasures.

Curriculular Integration

behavioralX

Some of the technology isused in the curriculum on alimited basis.


Technology relatedresources are available forsome curricular areas.

Teacher Use

behavioralX

Occasional use by teachersfor curriculum enrichmentand material generation.


Some teachers have accessto appropriate technology intheir work area.

Student Use

behavioralX

Students use technologyoften, but in limited ways.


Some students consistentand regular access toappropriate technologies.

SUPPORT

1.37 = Emergent

Stakeholder Involvement

behavioral

x

Some of the groups areaware of the planning andimplementation procedure,but few are engaged in theprocess.


Few groups are representedin the planning andimplementation process.

Administrative Support

behavioralx

Support is limited toperipheral discussion, but noinvolvement.


Little formal administration,time and support allocated

to the planning andimplementation process.

Training

behavioralx

Few staff membersparticipate in technologytraining activities.


On-going formal trainingprovided by limitedpersonnel.

Technical/Infrastructure Support

behavioralx

Few staff utilize formal andinformal support.


Limited formal technicalassistance, usually amentor, teacher, consultant,


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etc.

CONNECTIVITY2.125 = Islands

Local Area Networking (LAN)behavioral

x

Staff and students useavailable networks often, butuse is unsophisticated andlimited.


High-speed networking,limited to isolated areas.

District Area Networking (WAN)

behavioral

x

Staff use district servicesoften, but in very t raditional

and basic manners.


x

District area networkinginfrastructure withdedicated, high-speed lines;several data services areavailable.

Internet Accessbehavioral

x

Few staff and students usethe Internet frequently, andcurriculum integration is notapparent.


Direct LAN Internet accessin some locations.

Communication Systemsbehavioral

x

E-mail is used frequently toform administrative andlearning activities.


E-mail is available to all staffand students.

INNOVATION1.75 = Emergent

Island

New Technologies

behavioral

x

New technologies arereadily rejected by staffmembers, with fewopportunities forexperimentation.


x

New technologies readilyrejected with implementationlimited to a few areas andstaff.

Comprehensive Technologies

behavioralx

Technology is fairly

comprehensive, but lacksmore advanced techniques.


x

Available technologyutilization is limited to on ortwo types of technology formost staff and students.

*For specific discussion of the institution see Report on Technology Maturity Model (attached), where each sub-category is elaborated.

Emergent: 11 (x1) = 11Islands: 17 (x2) = 34Integrated: 6 (x3) =18Intelligent: 2 (x4) = 8[11+34+18+8= 71 ] /19x2 (38) = 1.868 = Emergent Islands of Technology Use

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TSC Maturity Model Assessment

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