School Evaluation Summary

M.E.U. Foundations Division Clark Davis EDTECH 501

Demographics

The setting for M.E.U. (Middle East University) is urban. Its the third largest city in the country
M.E.U. is a university located in the Middle East. The setting is urban with a population of 560,000. The income level of the general population is upper class. The country has oil and the national population benefits tremendously. Education for natural citizens is paid for 100% by the government. All of the students are of Arab descent with the vast majority being from the local country. There are a few students from other, nearby countries, but they are a very small percentage. The student body is also divided by gender. While the country is very modern and becoming more so, tradition reigns and because some families would not allow their children, females especially, to attend mixed classes (primary and secondary schools are gender separated throughout the country), classes are homogenous. The campus is divided in half, one for males and one for females. Being an Arab country and in the Middle East, 99.9% of the students (aside from a handful of foreign exchange students doing semesters abroad) are Muslim. This doesnt affect the technological environment, but does require the faculty to be very cautious in their actions, careful not to offend. Average class size is around 20, but rarely above 24. All faculty members are required to have at least a Masters degree in TESOL, EFL, ESL, or a related discipline, plus some foreign teaching experience. Teacher demographics are very diverse. Countries of origin include the U.S., Canada, the U.K., Portugal, South Africa, Australia, New Zealand, France, Tunisia, Lebanon, Thailand, and others. Genders and ages of faculty are also diverse. Parental involvement is essentially zero, which is what one would probably expect at a university, but its more cultural than anything else. Parental involvement in the primary and secondary schools is effectually nil as well. Parents send their students to school to be educated by the teachers. End of story. Very, very few of them feel they should be an involved part of their students educations. Because of the religion and culture, males are the most important part of the family, and therefore must be the primaryand most times oftenbreadwinners of the family. Because of this and the wealth of the country, males and go from high school straight into a high paying career in law enforcement, government, military, or other government overseen division. While there are females that also work in these areas, priority is given to the males. Given the choice between a high-paying career straight out of high school (to the tune of $6500 per month), most males choose the career. The breakdown of gender enrollment for the school year 2010/2011 (the latest published numbers) is as follows:

Gender for 2010/2011 (numbers of students)

Male, 3082, (26%) Female, 9197, (74%)

Rankings
Administrative Filter: Intelligent Overall, the Administrative Filter for this organization receives a rank of Intelligent. The university is brand new. It cost millions of dollars to build and has a state-of-the-art technology infrastructure. Because of its desire to be at the forefront in education not only in the country but in the region, the university is very technology-focused. The policies, planning, budget, and administrative information strands of the Plan Primer are heavily intelligent with a slight dip to Integrated in the areas of planning and budget, to be detailed below. The mindset and community of the organization is technology focused and that is embodied in the administrative functions. Policy Behavioral: Intelligent Because of the proliferation of technology on the new campus, Administration has invested heavily in planning for and using the technology wherever they can affect and focus on it. Policy Resource/Infrastructure: Intelligent There is an expectation of all faculty members to use technology in the classroom. Each classroom is equipped with a Smart Board with audio/video/USB connections to attach various peripheral devices. Because of the accessibility of technology, administration fully expects faculty to utilize the technology and factors it into professional evaluations. Planning Behavioral: Islands The Planning are suffers the most and is where administration falls short of its Intelligent designation. While Policy, Budget, and Administration are almost all Intelligent, Planning needs work. The resources are there, the desire exists, the budget to complete a plan exists, but codifying that plan needs work. This is more a cultural thing than anything else. Planning is not a strong suit. For example, there are five

departments in the foundations program: English, Arabic, I.T., Math, and English for Special Purposes (ESP). A new iPad plan is in place for the English and I.T. departments which is being heavily monitored. Because of this focus, technology planning for the other three departments has been sidelined for the present. Planning Resource/Infrastructure: Islands The formal plan of the iPad initiative is specific to the two departments of English and I.T. This is where the focus of technology has materialized and is held. While the technology still exists for the other departments to utilize, the connection between both planning focuses have no connection. Each one is its own entity and is view as such by administration. Budget Behavioral: Integrated Money is by and large not a problem in this organization. The government of the country is very wealthy and provides for the functioning of the university. This gives the university much more leeway in decisions than other universities in the world. While the resources do exist, a long-term approach is not the focus. This again goes back to the cultural component mentioned the Planning area. The culture takes care of issues as they arise and only see the need to address them as they arise, by and large. Budget Resource/Infrastructure: Integrated Because of the age of the university and its ubiquitous technology, budget is focused on technology and keeping up-to-date as much as possible. A specific technology budget is provided and technology is also factored in to other budgets as well, but here again the department fails at on a long-term level. The here and now is the focus with minimal consideration given to long-term. Administrative Information Behavioral: Intelligent The daily use of electronic systems is required for support and all but mandatory. In the two years I have been at the university, Ive seen the paper reduce considerably. The reasons for this are two-fold. Firstly, the enormous cost of placing state-of-the-art technology in each classroom has shifted the focus heavily to technology and the use of it. Secondly, the iPad initiative has put extreme pressure on faculty to eradicate paper wherever possible. All faculty and students have an iPad and instruction is expected to be centered on this. Some areas, as in writing classes, find this more difficult considering the nature of the tasks required, but the expectation to use the iPads and technology wherever possible is definitely prevalent. Administrative Information Resource/Infrastructure: Intelligent The technological infrastructure of the university is robust and this is shown in all areas of administration. All administrators and staff have access to administrative functions throughout the university. Curricular Filter: Intelligent Curriculum in the foundations program is centered heavily around technology. Not only are electronic materials and curricula suggested, expected, and used, there is currently an initiative for specific departments to create in-house materials that are completely digital. A number of digital textbooks are currently in the process of being created by various committees. This shift has happened rapidly over

the past 6-8 months due in large part to the iPad initiative. Digital materials are to be expected and are required and are a facet of formal evaluations. Electronic Information Behavioral: Intelligent All students and staff have constant access to information resources at all times. Not only are there dozens of computer labs on the campus, each student has instant access with her iPad wherever she is on the campus through Wi-Fi. Faculty members have their own desktop computers with access to internet, and they also have access on their iPads anywhere on campus through Wi-Fi. To mitigate bandwidth issues, there are two separate WiFi networks, one for students and one for faculty. Electronic Information Resource/Infrastructure: Intelligent Not only do students and staff have access to the unlimited educational resources on the internet, there are also hundreds of in-house created materials. Teachers have access to a specific drive where resources have been allocated for years, separated into levels and strands, e.g. writing. Faculty can access these materials from anywhere on campus. While students dont have access to all of these materials, faculty have created their own classes and folders in iPad apps such as Dropbox where they have transferred many of the resources from the faculty database so students have access to many more resources than just exist on the internet. Assessment Behavioral: Integrated There are a number of computer generated exams in the various levels of the foundations program. These are used by staff and students to assess and determine specific levels of knowledge and understanding. Having said that there are still a number of paper-bases assessments that are used, but the trend is shifting toward being heavily digital in the coming months and years. Assessment Resource/Infrastructure: Intelligent While individual assessments might still have paper components, the ultimate recording of those assessments and the final marks are inputted into a digital system. Students and teachers also utilize email and other digital applications (such as shared app programs to transfer files) to assess and record those assessments. A truly, fully comprehensive digital assessment system is fast approaching. Curriculum Integration Behavioral: Intelligent While technology is more heavily focused on particular departments, all departments in the program English, Arabic, I.T., Math, and ESPhave access to unlimited digital and technology resources through the internet and in-house created documents. Curriculum Integration Resource/Infrastructure: Intelligent As mentioned previously, all teachers and students have access to numerous curricular resources through technology. Faculty members utilize digital resources on a daily basis, and students access digital resources daily as well. The access to curricular resources for teachers and students is nearunlimited.

Teacher Use Behavioral: Intelligent. Because of the nature of the assessments and reporting required for each department in the organization, faculty work is simply not possible without technology. While non-technological means are used on a daily basis for instruction, the ultimate recording and reporting of those assessments, plus the required nature of technology in the classroom, make a teachers job simply not possible without technology. Teacher Use Resource/Infrastructure: Intelligent Wherever a teacher works, he or she has access to technology. There is a computer at each desk and in each office, and with their iPads (provided by the university) teachers have constant access to technology and resources not only anywhere on campus but at home as well. Wherever a faculty member finds themselves, they have access to technology. Student Use Behavioral: Integrated Students are in constant contact with technology wherever they go. Not just in computer labs, but anywhere with a Wi-Fi connection, which is anywhere on campus and anywhere at home. And while the technology is prevalent for use, ultimately outcomes are not dependent on its use. Final exams in writing and other areas are still given by paper given the nature of the strand. Final marks are entered electronically, but outcomes are not completely dependent upon technology at this point. Student Use Resource/Infrastructure: Intelligent As previously mentioned numerous times, students and teachers have access to appropriate technologies at all times, whether on campus or at home. Support Filter: Integrated As detailed, the Administrative and Budget areas are largely Intelligent. Support is the area that suffers the most, although suffer might have the wrong connotations. The Support filter is just not as focused on as the other filters. While there are many who are engaged in processes and initiatives that are working to enhance this, ultimately there leaves a bit to be desired, as detailed below. Stakeholder Involvement Behavioral: Islands The emphasis for this classification should be placed on many. Considering the five major stakeholder designations of students, teachers, administration, parents, and community, students, teachers, and administration are aware of the planning and implementation process with teachers and administration being largely responsible for the planning and implementation. The community and parents have very minute awareness of the workings of the university. Stakeholder Involvement Resource/Infrastructure: Islands Just as the community and parents have very little awareness of the planning and implementation of technology, as well as the other facets of the university, so too is their involvement. Pertinent to longestablished culture, students go to school/university to be educated by the professional educators. The community at large and the parents of students simply do not see their involvement as being relevant. Hopefully this will change in the coming years and decades, but this mindset is still pervasive across the country.

Administrative Support Behavioral: Intelligent To answer this part I will speak specifically to the current iPad initiative of the program. The iPad initiative was decided mainly by one person in the government above and beyond head university administration, with the expectation that all involved, administration and faculty, would see the program effectively through to its completion. With this in mind, the administration is vehemently involved in the planning, practice, and implementation of technology (specifically iPads) in the classroom and curriculum. To that end administration is constantly supportive of the faculty and their endeavors to implement technology effectively. Administrative Support Resource/Infrastructure: Integrated Despite the fact that administration is heavily invested in seeing technology permeate and succeed in the classroom, their involvement in planning and implementation is not 100%. They have delegated these responsibilities to two groups: teachers themselves and an e-learning committee. Administration gives teachers the autonomy to choose how they use technology in the classroom, and support their endeavors in this matter. To assist teachers in the classroom administration has created an e-learning committee who are responsible for training sessions, group and individual, to assist teachers in their planning and implementation of technology in the classroom. Training Behavioral: Integrated Because of the significant expectations of technology usage in the classroom by those in the highest authority, most teachers are very interested in increasing knowledge and skills so they may effectively use technology in the classroom. To this end teachers attend weekly trainings and seek out members of the e-learning committee on an individual basis for specific one-on-one help. Having said that, there are still a small number of teachers for whom technology is very difficult and frightening, and because observation of classroom technology use is common, these teachers only use the technology when they have to. However, this is a small group compared to the overall faculty. Training Resource/Infrastructure: Intelligent Each department of the program has a go-to person or persons whom teachers can go to for help and support. Multiple training sessions are offered each week and are open to any faculty member interested in attending. To accommodate schedules, trainings on the same topics are done multiple times a week and multiple weeks if necessary. There is plenty of access to training and help. Technical and Infrastructure Support Behavioral: Islands Many of the staff in the program have been teaching for decades, and most of that teaching has involved minimal technology. And while the resources are there, the desire/acceptance to reach out to support is minimal. Therefore, a portion of teachers will, upon being presented with a technology problem, will not seek out support and will work around it, doing without it if possible and perhaps fixing it when they find someone else who has come across the same issue. Some of these people dont actively seek out formal or informal support.

Technical and Infrastructure Support Resource/Infrastructure: Intelligent There is a full-time I.T. support department. Not only can faculty submit help tickets and get quick responses and help, there are also three full-time staff dedicated to help and support that are available by cell phone to assist faculty immediately. Connectivity Filter: Intelligent The Connectivity filter is almost all Intelligent. Millions of dollars have been spent on the technology infrastructure of the university. It is top-notch and state-of-the-art and continually being improved and upgraded. It was built with the future in mind and has the capability to be upgraded. The only Integrated part is that video and voice are not used much yet. Local Area Networking Behavioral: Integrated Currently most of the staff usage is for data. While some have started using the video and voice capabilities, they are largely unused as of yet. The data usage is significant, though. Almost all the communication within the program is done through email. Local Area Networking Resource/Infrastructure: Intelligent The network of the university is comprehensive and thorough. Not only is there a hard-wired network, but there is also an extensive Wireless network as well with sufficient bandwidth. On top of that there are two dedicated wireless networks, one for faculty and one for student use. Along with being comprehensive, the network is fully capable of being upgraded for future voice, video, and sophisticated data needs. District Area Networking Behavioral: Intelligent While the Wide Area Network is extensive, it is not used much presently for voice and video. And while voice and video are an option and will continue to be, the vast majority of staff usage is for data, e.g. email and document sharing, Data sharing is prevalent and extensive. District Area Networking Resource/Infrastructure: Intelligent While usage presently might be focused on data transfer, the capabilities for voice and video exist. The network lines are incredibly fast (download speeds of 30Megabits per second) and therefore have the capacity to carry immense amounts of data, whether it be voice, video, or textual. The groundwork exits for a very robust network of multiple data sources to be transferred. Internet Access Behavioral: Intelligent The university has had constant internet access on the present campus since it was opened two years ago. Be that as it may, voice and video werent (and arent) utilized much. However, with all students and teachers possessing iPads, they have instant access to voice and video tools that can be immediately transferred over the network and internet. Internet Access Resource/Infrastructure: Intelligent Internet access is prevalent, extensive, and ubiquitous throughout the entire campus. There are access points in each classroom and large area giving uninterrupted wireless access to all.

Communication Systems Behavioral: Intelligent The vast majority of communication happens through email. While some have access to telephones for voice communication, most dont and communicate through email. This was not an oversight, but intended. While the capabilities exist for voice, an extensive voice network has not been setup for the simple reason that e-mail communication is much easier, quick, and timely. Communication Systems Resource/Infrastructure: Intelligent There is no faculty member or student without access to email with their own, personal, university email account. With access to the internet, faculty and students also have access to any individual, personal email accounts they have created. They can also access any of these email accounts immediately on their iPads. Innovation Filter: Integrated The program is awash in new technologies. When the new campus opened two years ago, each room was equipped with a Smart Board with the capabilities to attach a laptop computer. There are also separate USB ports so teachers can open files directly on the Smart Board without needing a laptop computer. Each classroom is also equipped with its own sound system, so faculty can attach any audio device with a 1/8 jack and have audio throughout the classroom. While this is the case, the more advanced technologies such as video conferencing and voice activation are not used at this point. New Technologies Behavioral: Integrated With the prevalence and amount of technology accessible, most faculty members accept and use them readily. Some teachers who have been teaching for decades find it more difficult to integrate technologies into their curricula and classrooms, but the opportunity and support is there. This area is borderline Intelligent because there is a constant push, more strongly as of late, to adapt technology effectively throughout the program. New Technologies Resource/Infrastructure: Integrated There is an enormous expectation to accept new technologies and implement them quickly and effectively. However, many of the faculty are veteran teachers from all over the world and have spent most of their teaching career without much technology at all. So while the technology exists and the expectation exists to use it, the implementation among a few is somewhat moderate considering their experience and hesitance. Comprehensive Technologies Behavioral: Integrated The technology that exists is very comprehensive. Every classroom has various modes and technology can be accessed multiple ways. However, the availability of more comprehensive technologies such as video conferencing and voice activation does not currently exist, but could very well be implemented in the near future. Comprehensive Technologies Resource/Infrastructure: Integrated As has been detailed, there are multiple types of technology for faculty and students to utilize at the university, iPads, computer labs, internet, networking, email, and others. These available technologies are commonly used, though usage would fall short of very comprehensive, though just slightly. And

while the capabilities exist for more comprehensive technologies, those technologies are not utilized as of yet.

Conclusion
In conclusion, I would rate the M.E.U. Foundations division as Integrated with a lean toward Intelligent. The campus is state-of-the-art. It took a few years to build. The technological infrastructure is strong and robust and has the capability to adapt to future needs. This campus is more advanced than any Ive worked at or seen. The culture of the university is one of technology use and implementation. Many faculty and staff are very comfortable with the technology available and use it constantly. Having said there, are a few areas that could be better, Planning and Support being chief among them. The division needs to do a better job at supporting the technologies that exist and the staff that uses those technologies. Aside from these areas, the division is very technology-centric.