Evaluation findings from our Year Three evaluation include the following:

• From Spring 2001 to Spring 2003, the number of courses requiring students to communicate using technology increased from approximately 25% of all courses to 49% of all courses.
• Faculty expectation that students communicate with experts using technology increased from 0 to 25% of all courses
• Faculty assignments of multimedia projects rose from a baseline of 46% in 2001, to 65% in 2003
• 95% of faculty report that they regularly include education technologies where appropriate when designing their own lessons, an increase from 62% in 2002
• 66% of faculty report that they refer to and base their selections of educational technologies based on current research on their effectiveness, an increase from 43% in 2002
• 81% of faculty report being comfortable planning for class sessions that involve student use of technology during instruction, an increase from 60% in 2002
• 54% of faculty report having strategies for assessing student learning in technology-rich environments, an increase from 32% in 2002
• 100% of faculty regularly use technology to communicate with peers and administrators, up from 90% in 2002

Faculty also reported substantial increases in the % of faculty who explicitly instruct pre-service teachers on strategies for designing technology supported learning experiences in their field, from a 52% reporting 3 or higher on a 5 point scale, to 64% reporting 3 or higher.

Follow-up surveys and interviews with UVM PT3 workshop participants indicate that a strong 75% of participants have made substantive improvements in their use of technology within instruction following the workshops. Results from the faculty survey from Year Two to Year Three show substantial growth, with 90% of faculty surveyed showing growth in proficiency with education technology measured against ISTE standards, and more than half scoring at or above the “Adaptation” level on the enGauge/Milken framework described in the original proposal.