Wireless laptops for faculty: boon or bane?

Wireless laptops were provided to faculty in a College of Education. This study examined the impact of this technology on the professional practice of the faculty (teaching, research, and service) and specifically on the use of the technology in support of instruction for preservice teachers and graduate students. Widespread adoption and use has followed the initial transition to this mobile technology.

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In the fall of 2001, many of the desktop computers used by faculty were nearing the end of their life expectancy and needed to be upgraded or replaced. At the same time, the university was investing heavily in a wireless network and was promoting the adoption of wireless laptop computers to make use of this new network. Simply stated, the deal was too good to refuse and the administration of the College of Education decided to offer faculty the option of replacing their aging desktop computers with the new wireless laptops. A total of 71 wireless laptops were distributed in November 2001. Many faculty members willingly returned their older computers but many also decided to keep the older computer nearby as they made the transition to the laptop. Support staff from the university visited each faculty member and assisted with the configuration of the laptop, the transfer of data files, and the installation of licensed software applications.

RESEARCH QUESTIONS

There were two concerns driving this research study. The first was the impact of this mobile, wireless computing capability on the professional practice of the faculty that chose to adopt the new technology. Specifically, did the technology make a difference to teaching practices, research activities or service activities--the three areas directly related to retention, promotion and tenure at the institution?

The second concern was related to the lease agreement for the laptop computers. The three-year term would be up in September, 2004 and information was needed to guide the decision whether or not to replace the "old" laptops with the newest model and renew the lease agreement, or consider a different option.

A survey was developed to address these parallel concerns (see Appendix A).

RESEARCH METHODS

In February, 2003, the 2-page survey was hand-delivered to all full-time faculty as they entered the room to attend a college-wide meeting. Completed surveys were collected as faculty exited the meeting. Members were required to sign-in at the meeting for voting purposes so there was a record of who attended. During the following week, the members of the college technology committee distributed and collected surveys from members of their particular department who had not attended the meeting. The surveys were anonymous unless the faculty member agreed to participate in a follow-up interview and provided contact information on the last question of the survey. A total of 46 valid surveys were returned providing a 65% response rate. Of these 46 surveys, 32 faculty members agreed to a follow-up interview. The survey responses were entered into SPSS for analysis. The first analysis considered all responses on all surveys. The second analysis considered only the responses from the 39 faculty who indicated that they had received an IBM wireless laptop computer. A stratified sample consisting of 16 faculty members from different departments and discipline areas of this population was contacted for a follow-up interview. At the time of this writing approximately half of the volunteers had been interviewed and consequently the anecdotal findings are not complete.

STUDY FINDINGS

The initial survey questions addressed user perceptions of the wireless laptop initiative and also provided a mechanism for sorting respondents. When all 46 surveys were tabulated, 64% of the respondents stated that a laptop computer was their primary computer system. This population also stated that they were able to access the wireless network (97%), and similarly 97% considered the laptop initiative to be a positive success or a resounding success. Of the 39 respondents who received the IBM ThinkPad computers, 69% stated that the laptop was their primary computer system and 100% stated that they were able to access the wireless network. Over 97 % of this population considered the laptop initiative to be a positive success or a resounding success.

The group that received the wireless laptops is the focus of the remaining section. This group reported that they agreed or strongly agreed (97%) with the statement that the laptop had been reliable and performed well with few technical problems. Of this group, 51% took their laptop home everyday, 24% on weekends and 16% never. When asked to rank order the types of support that would help them increase their use of technology, this group selected professional development activities, and technical help as their priorities.

Based on the survey responses the wireless laptop initiative could be considered a very successful undertaking. The faculty that received the laptop computers reported a high degree of satisfaction with the reliability of the equipment, and they are able to access the wireless network as needed. They also reported that they were more interested (68%) now in using technology in their professional practice.

Anecdotal information from the interviews is not yet complete, but a few comments are worthy of mention. One laptop user notes that she "loves her laptop" and cannot imagine not having it. Another describes it as the "perfect portable filing cabinet." Yet another described in great detail how he was able to spontaneously access a website during a classroom session to provide additional elaboration to the topic of discussion.

SUMMARY

The decision to adopt the wireless laptops appears to have been correct. The majority of computer using faculty appreciated the new equipment and quickly incorporated it into their teaching practice. While there are relatively few ground-breaking innovative practices to report, there is a groundswell of media enhanced instruction using presentation software, internet access and discipline specific applications that can now be shared with an entire class in real time. The number of faculty carrying their laptops to class and using them to support instruction is increasing each week.

APPENDIX A

Current status of the wireless laptop initiative

This survey was developed to collect initial data concerning faculty usage of the IBM ThinkPad wireless laptops during the first year of implementation. Results will be used for College of Education planning as well as assessing impact to date of this unit-wide technology initiative. Your responses to this brief questionnaire are greatly appreciated. Please complete BOTH sides.

1. Is your primary office computer a desktop model or a laptop model?

Desktop

Laptop

2. If a laptop, are you able to access and utilize the University's wireless network on campus?

Yes

No

3. Did you receive an IBM ThinkPad wireless laptop computer?

Yes

No

4. If no, which reason listed below most accurately describes why you declined to receive one:

A. I prefer another platform (i.e., Mac).

B. I already had a PC laptop that I preferred over the ThinkPad.

C. I am not interested in using a laptop computer.

D. I am not really interested in using any computer, laptop or desktop.

Please answer the following questions ONLY if you have a laptop computer with wireless access (either ThinkPad or Mac).

5. Based on your personal experiences with the wireless laptop would your describe this initiative as:

A. A resounding success

B. A success with more positives than negatives

C. A failure with more negatives than positives

D. A resounding failure

Comments:

6. Choose the statement that best describes your current use of the laptop computer:

A. The laptop is my primary computer. The desktop in my office is not used at all.

B. I use my laptop computer and my desktop computer equally.

C. I use the desktop most of the time and the laptop occasionally.

D. I do not use the laptop very much at all.

7. If you still use your desktop computer choose the statement that best describes why:

A. My desktop is a Mac and I do not wish to convert fully to PC use.

B. I have not transferred my data from the desktop to the laptop.

C. My desktop has capabilities and/or accessories that the laptop does not (describe briefly).

D. I don't like transporting the laptop back and forth on a daily basis.

E. Other (describe briefly).

8. The wireless laptop has been reliable and performed well with few technical problems.

A. Strongly agree

B. Agree

C. Disagree

D. Strongly disagree

Please elaborate:

9. Choose the statement that best describes your current level of interest in using the laptop and other technology in your professional life:

A. I now am more interested in using technology.

B. I am interested in using technology, and my interest level is about the same.

E. I was interested in using technology, and my interest has declined.

F. I am not interested in using technology.

10. Please rate the following activities from 1 through 4 (highest to lowest in importance) that would assist you in increasing your use of technology.

_____ Professional development opportunities in which you learn how to expand your use of technology

_____ Technical assistance from others in creating applications

_____ Greater access to resource materials in your field including current software and applications of technology

_____ Group work toward shared goals; for example, expanding classroom usage of mobile laptop unit, using technology for field experiences, etc.

Other activities:

Off-Campus Use:

11. How often do you take your laptop home to work with it?

A. Never

B. Only on weekends

C. 2-3 times per week

D. Every day

Instructional Uses

12. Briefly describe how you use the laptop to support your teaching.

In part two of this study, we would like to interview you for a deeper understanding of how this technology initiative has impacted your professional practice--Teaching, Research and Service.

May we contact you for more information?

Yes

No

If yes, please identify yourself.

THANK YOU!

JOHN R. SAVERY AND CHARLENE K. REED

University of Akron, Akron, OH USA

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