EDTC 6342 Project 2
Needs Assessment Survey Results Report
Introduction
This report presents the findings of a technology needs assessment conducted within the Instructional Design department of South Texas College. The purpose of the survey was to gather insights from professionals in roles such as course developers, instructional designers, faculty trainers, and multimedia specialists, to better understand their experiences with educational technology access, use, support, and training. Conducted as part of Project 2 in the EDTC 6342 course, this assessment provides data-driven direction for improving technology integration, resource availability, and professional development in a real-world educational setting. The findings outlined here will help guide strategic planning, decision-making, and ongoing support aligned with instructional goals.
Analysis of the Results
A total of 10 participants completed the survey. Their responses revealed several key patterns:
Roles: Respondents included Course Developers (40%), Instructional Designers (10%), Faculty Trainers (10%), and Multimedia Specialists (10%).
Experience: Most respondents had between 4–6 years of experience (40%) or more than 6 years (30%) in instructional design or a related field.
Access to Technology: A majority rated their access to essential tools (e.g., LMS, video editing software) as Good or Excellent.
Technology Tools Used: All participants reported using core tools such as Blackboard Ultra, Canva, and Articulate Rise.
Challenges: Common challenges included:
Lack of training or professional development
Limited access to updated software
Compatibility issues with devices
Tech Support: While most respondents felt well supported or sometimes supported by IT staff, no one reported feeling unsupported.
Support Needs: Key areas where support was requested included:
Accessibility and UDL integration
Emerging technologies (e.g., AI, VR, AR)
Data analytics
Barriers:
Time constraints were a significant barrier for most, with many indicating they often or always struggle to find time to explore new technologies.
Preferred PD Format: Most respondents preferred self-paced tutorials, followed by group workshops and one-on-one mentoring.
Satisfaction: The majority of respondents were satisfied with their technological resources, though a few were neutral.
Charts and graphs summarizing these findings are available in the appendix or online display.
Interpretation of the Results
The survey indicates a generally positive view of current technology access and support, but it also reveals several opportunities for growth:
Professional Development Gaps: While tools are available, staff desire more focused, differentiated training, especially on emerging tech and accessibility.
Time Constraints: Even motivated professionals are held back by scheduling demands, making flexibility in training a priority.
Ongoing Support Is Key: Respondents emphasized the need for continuous support rather than one-time sessions—a theme echoed in comments and preferences for follow-up access.
Clarity Exists, but Implementation Varies: While institutional expectations were reportedly clear, actual implementation experiences varied based on individual roles and departments.
Recommendations
Based on the findings, we propose the following 3–5 actionable recommendations:
Develop On-Demand PD Modules
Create self-paced, modular training on platforms like Blackboard, Rise, or AI tools that can be accessed anytime to accommodate time constraints.
Establish a Peer Mentorship Program
Pair experienced team members with newer staff to support tool adoption and confidence building—especially around emerging technologies.
Designate a Monthly "Tech Check-In"
Host short, optional sessions (in-person or Zoom) to address tech-related challenges, gather feedback, and spotlight new tools or updates.
Build a Digital Resource Hub
Centralize support materials such as quick guides, video tutorials, and accessibility checklists in a shared drive or LMS folder.
Incorporate Needs Review into PD Planning
Use this survey data to inform district- or department-level PD planning to ensure content is timely, relevant, and aligned to staff needs.
Summary
The Technology Needs Assessment highlights that while the Instructional Design team is well-versed in using a wide range of digital tools, there are critical gaps in professional development access and time management that hinder deeper integration and innovation. By responding to these challenges with practical, flexible support systems, the institution can strengthen its educational technology framework and better equip its staff to adapt and thrive in a rapidly evolving digital landscape.
This report will serve as a guidepost for technology planning and resource development, ensuring that decisions are grounded in real needs and real voices from the field.