Nursing: Submitted by Doris Glick and Sharon Utz

Question #1. What do you see as the clearest gains and losses brought thus far by the use of networked computers at UVa?

Gains:

Most faculty cited the value of rapid, easy communication and opening of another avenue of communication with students and colleagues. Some noted the tremendous access to vast sources of information via the Internet, enhancing student learning, and faculty research. Others noted the tremendous potential of using and presenting educational materials in various places across the grounds or across the world. Faculty also noted the highly sophisticated technical educational methods available, allowing for teaching and evaluation of students through testing critical thinking - for example, by using case scenarios with branched decision-making "on line".

Losses:

Losses identified included the time required to learn to use the new technologies. A related issue is the increasing level of expectation that faculty and students be constantly up-to-date in their skills. Some respondents think that the University should provide the resources to make this possible. Some faculty noted the irony that increased speed of information transmittal raises expectations about how quickly work can be accomplished, while at the same time personal limits of human beings remain static…. That is, we need time to eat, sleep, and process information and think!

Several faculty mentioned the loss of "face-to-face" or "voice-to-voice" contact that occurs with email communication. In some ways, the ease of email decreases the likelihood of personal contact with students, and colleagues. Given research that demonstrates that much of what we understand from interactions comes from nonverbal and paraverbal aspects, the written word is not as complete for some dimensions of communication.

Some faculty noted the risk that the technology is so appealing that at times the content of the message is seen as secondary. Similarly, the student "audience" (students seen as consumers of 'entertaining education') comes to expect a higher and higher level of performance, rather than the "tried-and-true" methods of discourse and debate. Much learning needs to occur in the context of role modeling by faculty and interpersonal communications.

Another concern was the expectation that faculty do more and more of the aspects of their job that were previously done by secretaries - e.g. typing, receiving and sending messages, etc. This adds to the workload of faculty and reduces the support services available for them to carry out the diverse aspects of the faculty role.

Question #2. What do you see as the greatest possibilities, limitations, and dangers these machines pose in the future?

Faculty shared excitement about the possibilities of educational technology for enhancing the learning experience and overall access to information for all. It was noted that computers could assist with some of the more mundane tasks such as "drilling" or helping memorization of factual material, freeing faculty to deal with more interesting and complex educational tasks. In addition, faculty noted the increased ability to network with colleagues who are at great distance, and to work collaboratively on multi-site studies while sharing databases, informational sources, etc.

One concern expressed was the belief that public-at-large thinks faculty are doing less because of technology, and that therefore fewer faculty are needed, when in some situations, technology actually is demanding more of faculty. One faculty member noted that there is a danger of "decreased appreciation and support for the labor-intensive teaching that is, I believe, where the best teaching occurs". Highly complex educational technology might give the illusion of efficiency for some aspects of education that cannot and should not be efficient.

Another potential danger is that of "issues of confidentiality"- when the system does not have adequate safeguards, or individual users are unable to utilize them. There are also limits to resources - just because something can be done does not necessarily mean it should be done.

One danger of particular concern to some faculty was stated well by a person who said that some (students/faculty/others) might get the idea that they don't need to "use the computer between their ears", but rather just learn how to type and gain access to information. There is a difference between information and understanding/analysis - the latter requires opportunities to listen, think, and talk to others, including content experts.

Question #3. What priority should the university place on information technology?

Responses to this question conveyed the greatest diversity of responses among faculty. Some faculty stated that information technology should receive the highest priority because of the role of the University as a "cutting edge" institution. Others stated that such technology must at all times be secondary to top quality teachers who are essential for educating and appropriately using technology. One faculty member summarized this as follows: "Pay the best people to teach the most motivated students and provide them with the technology they say that they need to do the job." Another noted the importance of a balanced view, keeping the local "Academical Village" along with the "global village" which is accessible through technology. Another faculty member noted that a one must balance the necessity of skillful classroom teaching, and providing faculty with the tools to teach in a variety of effective methods.

Question #4. Please add any additional comments you would like to call to our attention.

There were few "additional comments" on the survey responses, largely because the comments on the other questions were quite extensive. One faculty stated the following:

"Technology is and always will be a mixed blessing. It will fail and then you will have to have default mechanisms in place. Build a strong people system and use technology only as an adjunct and I think the priority will be proper. "

Summary

In summary, nine (9) faculty in the School of Nursing responded to the survey and provided thoughtful comments for the University-wide Conversation about Educational Technology proposed by The Faculty Senate. Faculty comments reflected the complexity of the issues and noted both the positive and negative aspects of educational technology on the enterprise of higher education.