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Thursday, October
25, 2001
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Temple University Center for Research
in Human Development and Education |
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The Mid-Atlantic
Regional Technology in Education Consortium (MAR*TEC) Client Satisfaction
No. 108
by
Judith Stull
Temple University
Housed within the Temple University Center for Research in
Human Development and Education, MAR*TEC is committed to
addressing educational reform needs in the mid-Atlantic
region which is composed of Delaware, Maryland, New Jersey,
Pennsylvania, and the District of Columbia. Through its
programs and activities, MAR*TEC aims to build the knowledge
base and capacity to implement effective integration of
learning technologies that will significantly improve
teaching and learning in schools and in after-school
settings. MAR*TEC evaluation is designed to ensure meeting
this goal through continual monitoring of all activities,
products, and programs and to provide documentation of its
successes. Effectiveness is measured in two complementary
ways. Immediately following the completion of an event,
reception of a product, or conclusion of a relationship,
recipients are surveyed to measure the quality of services
provided. Four months after completion of an event the
recipients are again asked to report on the quality of
services provided.
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The results of the first needs assessment indicated that
school-based professionals in the mid-Atlantic region were
most interested in identifying and securing tools and
programs that have direct applicability to everyday
classroom activities. There was less interest in the
development of networks or forums to discuss educational
technology issues.
MAR*TEC Programs, Products, and Services
Although all of the MAR*TEC 2000-2001 clients were most
interested in receiving information and professional
development about technology plans, differences emerged when
the respondents were categorized by their specific
interests. Those requesting and receiving information and
other resources were very interested in school reform and
infrastructure issues, while those participating in MAR*TEC
professional development programs or receiving technical
assistance were very interested in software, school reform,
and assessment and evaluation issues. Neither group was
especially interested in funding issues.
When the clients were reconsidered by position, noticeable
differences emerged. Teachers were most interested in
technology plans, software, school reform, assessment and
evaluation, and cooperative sharing and were least
interested in funding and policy issues. Administrators and
policymakers were most interested in technology plans,
school reform, infrastructure, software, and assessment and
evaluation; they were less interested in equity access and
funding issues. The interest profile for the preservice
educators was also distinct. In this case, interest was
expressed in school reform, technology plans, assessment and
evaluation, and infrastructure, whereas less interest was
expressed in cooperative sharing and equity access issues
(see Figure 1).
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