GRANTS AND FUNDING SOURCES FOR TECHNOLOGY

Grants and Funding Sources do not appear to be as available for Post-Secondary Education as in Elementary and Secondary Education.  I have attended several Grant Writing Seminars over the past three to four years and the general theme is that Grant Writing for Post-Secondary Education takes time.  The first several times that you submit grants most likely will not be approved.   I do not find this as a deterrent, but time, is the deterrent.  I think also keeping up with the grants that are available.  The time frame from when the grant becomes available to the submission date can be quite short.  I do hope within the next four to five years that our program will have the ability to write and obtain grants.

Reviewing the resources provided was primarily for K through 12.  I went into a majority of the websites to see if anything would apply to Post-Secondary Education.  This was very limited. The following resources provided from the reading would be of the greatest benefit for Post-Secondary Education:

1.  The National Institute on Disability and Rehabilitation Research (NIDRR) http://www2.ed.gov/about/offices/list/osers/nidrr/about.html  and is one of three components of the Office of Special Education and Rehabilitative Services (OSERS).   NIDRR operates in concert with the Rehabilitation Services Administration (RSA) and the Office of Special Education Programs (OSEP).

2.  Office of Special Education and Rehabilitative Service (OSERS) http://www2.ed.gov/about/offices/list/osers/index.html is committed to improving results and outcomes for people with disabilities of all ages. OSERS provides a wide array of supports to parents and individuals, school districts and states in three main areas: special education, vocational rehabilitation and research.

3.  The Rehabilitation Services Administration (RSA) oversees grant programs that help individuals with physical or mental disabilities to obtain employment and live more independently through the provision of such supports as counseling, medical and psychological services, job training and other individualized services. This cannot be utilized in the Post-Secondary Environment, though this is a significant resource for healthcare professionals. RSA's provides funds to state vocational rehabilitation (VR) agencies to provide employment-related services for individuals with disabilities, giving priority to individuals who are significantly disabled. 

The following are additional resources that may pertain to Post-Secondary Education and Healthcare Related Fields of Study:

1.  Baccalaureate Degrees in Science, Technology, Engineering, Mathematics, and Critical Foreign Languages and Master's Degrees in Science, Technology, Engineering, Mathematics, and Critical Foreign Languages (84.381). This is a program that supports the development of educational programs for the aforementioned degrees. http://www.federalgrantswire.com/baccalaureate-degrees-in-science-technology-engineering-mathematics-and-critical-foreign-languages-and-masters-degrees-in-science-technology-engineering-mathematics-and-critical-foreign-languages.html

2.  Preparing Tomorrow's Teachers to Use Technology (84.342) The Objective is to guarantee that future teachers are proficient in the new learning technologies they will find in their twenty-first century schools, teacher preparation programs are encouraged to form partnerships that will insure that teachers have mastered the instructional strategies, learning styles, and content applications enabled by modern learning technologies. http://www.federalgrantswire.com/preparing-tomorrows-teachers-to-use-technology.html

3.  The National Institute of Health http://www.nih.gov/ has extensive grants. Please note the specified resource http://grants.nih.gov/grants/oer.htm, though this may not be specific to technology but relates to healthcare.

4.  Special pricing from APPLE to purchase technology is noted in the following website: http://www.apple.com/education/how-to-buy/

5.  The Bill and Melinda Gates foundation has a specialty area for education:   http://www.gatesfoundation.org/postsecondaryeducation/Pages/default.aspx http://www.gatesfoundation.org/college-ready-education/Pages/default.aspx

6.  The Clinton Foundation may have opportunities for funding: http://clintonfoundation.org/what-we-do/

I think that the above resources are probably just the tip of the iceberg.  I am sure that with additional research that there may be many more opportunities for Post-Secondary Education.  During this process, I sent several of the websites to our administration to encourage that we aggressively look at these grants.  Not only would this benefit the educational process but also the fiduciary responsibility that we have to our students and community.

INTEGRATING COLLABORATIVE TECHNOLOGY

INTEGRAING COLLABORATIVE TECHNOLOGY

            Integrating Collaborative Technology in a new program has been quite exciting.  It has challenged not only myself, but the students.  Though after trying a few collaborative tasks, the students have become quite taken with it and hope to use some of this technology in their future careers. 

            The first project that I attempted to encourage technology was with a group paper and presentation.  The students stated it was hard for them to organize their schedules.  We had just finished utilizing the “Typewith.me” site.  I provided this to the students to utilize and to organize their time.  It was interesting to see who was open to it and who wasn’t.   We all have experienced this, that the one that complains the most, when provided with an alternative will not use the alternative, but will make the first choice work.  This only happened with one group (the complaining group) but the other groups jumped on board and used it to help with the time management of their project. 

            The next semester, I incorporated the Wiki Share Site for “Community Resources.”  This time no one said anything, and it seemed that they couldn’t get to the library fast enough to start their projects and submit their information on their Wiki Share Site (http://al166.pbworks.com/w/page/39029259/FrontPage)]

            This is a Wiki Share Site that has been set up for them to utilize throughout their careers.  They can add or delete from the site as they deem necessary. 

            Collaborative Technology is an integral part of the Occupational Therapy Assistant Students Education.  Group Presentations and Papers are shared with each individual.  This is primarily done through email and attachments.  The students can then choose how they want to archive this information.  They can do it on disc or a thumb drive.  But they must determine a fashion to do this in an electronic format, that can then be transferred into paper product if needed.

            I hope to have the students develop an education video within the next year.  They would choose one subject and develop the story board, written instructions, verbal instructions and demonstration.  This would be another form of collaborative technology for the classroom and the clinical settings.  I also hope to integrate SKYPE and Adobe Connect in the Spring 2012 Semester. 

The cost of the other collaborative technology is minimal to none.  Secondary there are free websites to perform the specified tasks. 

The cost of the ability to develop videos can be several fold.  At this point in time we have a technology department that is able to video and put into files.  The cost of this involves manpower hours, which I am not able to put a dollar figure on.  Our department also has our own flip video, headset, computers etc.  The cost that I am able to provide for these would include the flip video and microphones.  This entails approximately $150.00 for Flipvideo and $150 for Headset.   The other costs are part of the Department of Allied Health overall Departmental Budget.

The biggest dilemma that I find simply has to do with time in order to get everything accomplished that we want.    Meaning that I hope that we don’t become so overwhelmed by waning to get everything done that we give up on the project(s).  I think that that will take a great deal of education for the students to change their style of learning from paper and pencil to collaborative technology.

I continue to find so many resources and techniques to provide educational experiences through technology that I fear that I will miss something.  This, I firmly believe, is a great time to be in education. 

Resources:

www.adobe.com/ConnectWebConference 

http://al166.pbworks.com/w/page/39029259/FrontPage

http://www.skype.com/intl/en-us/home

http://typewith.me/

http://pbworks.com/

Multimedia Technology

MULTIMEDIA TECHNOLOGY

I know that I am  repeating myself, but with this new program there is so much new technology to learn and incorporate that one does transfer from one unit to another.  There are very few, if any, quality educational materials with  technology available for Occupational Therapy Educational Programs.  I found this quite unfortunate, though at the same time very exciting to be able to build this component for this educational program.  This is a very creative process and at the same time a very logical and methodical process.  This is a new program and  power points with audio, video’s, wiki’s etc will need to be developed for this particular section.   The students find it very exciting and also find that it definitely helps them in their educational process.

            The sample videos that have been developed (and these are very rough),  provide a foundation to develop professional and educational videos.  Three have been provided as samples.  There are a total of twenty-eight videos in place (rough videos).

Again,  this is a new program, by no means are all of the technologically enhanced educational tools in place.  That will take years to develop the foundation and then it will definitely be an ongoing process to update.  I think the sample videos are a good start and we have an incredible support system, not only personnel wise, but equipment wise.  Even if we don’t get the new videos done, these can be utilized as supplementary tools.   

The cost of the ability to develop videos can be several fold.  At this point in time we have a technology department that is able to video and put into files.  The cost of this involves manpower hours, which I am not able to put a dollar figure on.  Our department also has our own flip video, headset, computers etc.  The cost that I am able to provide for these would include the flip video and microphones.  This entails approximately $150.00 for Flipvideo and $150 for Headset.   The other costs are part of the Department of Allied Health overall Departmental Budget.

The future implementation of Multimedia Devices is several fold.  It can be utilized for instruction and for student self-evaluation (not exclusive of.)   Competency Checkouts can be filmed and then the students can score themselves (self-reflection) and score their peers (peer evalution.)   The students may be able to develop presentations that can be for the classroom and for their future clinical use.  The only limitation is time and imagination.

The biggest dilemma that I find simply has to do with time in order to get everything accomplished that we want.    I hope that this does not entail a detour in our process.  Meaning that I hope that we don’t become so overwhelmed by waningt to get everything done that we give up on the project(s).  I think that that will take a great deal of perseverance on our part. 

I taught in an Occupational Therapy Program over 15 years ago.  Returning to education has been exciting and stimulating with the additional tools to utilize for education.   With each class and each semester, I find that the students seem to be much better prepared and seem to grasp the techniques, knowledge and ability to utilize critical thinking. 

I continue to find GREAT things about being able to learn and utilize all of these techniques.  The time spent with these techniques are stimulating and incredibly beneficial to the educational process.

Sample Resources of Video for Occupational Therapy Education

(Very Rough Samples)

http://av.washburn.edu/ramgen/baconja/2011031721256.rm - Beginning Transfer Techniques

http://av.washburn.edu/ramgen/baconja/2011031701256.rm - Toilet Transfer

http://av.washburn.edu/ramgen/baconja/2011031728256.rm - Tub transfer bench

Reflection on Audio Mutimedia

I think that as the deeper we get into this course, the technology is becoming

more well rounded and I feel that it is a nice progression.  It is helping as the technology becomes more familiar and it seems to be expanding on all of the other materials and content we have been exposed to.   I find that I am starting to even think more about what content in our courses has priority in regard to development of podcasts and videos.  I had developed a list when we started the program and I can see that coming to fruition within the next two-three years (the list is long).  I think that this is very exciting and will be a wonderful endeavor to pursue.

I found a few PodCasts and Blogs in regard to Occupational Therapy.  About a year ago I had researched what I could and there was very little online.  But now I am seeing that is growing by leaps and bounds.  I am very excited to input these into our curriculum for resources and for future clinical applications.  Please see the below resources in regard to the Podcasts and Blogs.

The PodCasts from Florida International University are a good resource in regard to the History of Occupational Therapy.  There are two PodCasts on the “Eleanor Clarke Slagle” Presentations.  These are presentations that are presented each year by a designated member of the American Occupational Therapy Association.  It provides a concise history of how the profession has evolved and where it is headed.  The aforementioned PodCasts could be used for classroom instruction, resources for student’s papers and program development.

In regard to the equipment that we need for our classroom, I think that we are going to be fairly well set.  Our organization is in the middle of remodeling and allocations have been made to ensure that we have state of the art technology.  I do not know the exact cost of the technology portion, but this is an area that is automatically budgeted into any remodeling or new classrooms.   This will allow us to not only utilize our LMS system in the classroom, but additional technology such as assistive technology.  There will be one section of the classroom that will be a “mini” assistive technology lab. 

            There will need to be extensive training for the faculty prior to the starting instruction in the classroom.  At this point, I can not say exactly what all this will entail, but I have complete confidence that it will meet our needs.  To my understanding we will be able to coordinate two classrooms at the same time, ability to utilize clickers, SKYPE with other instructors and/or organizations throughout the country.  This will be a very exciting few years to be able to incorporate all that we have into our program.   

            Once the faculty has been instructed, we will need to incorporate this into the curriculum and train the students how to function within this 21^st Century Classroom. 

            I feel that I will be able to communicate this much better once we know exactly what all has been installed in our classroom.   Our LMS/ANGEL System was also updated in May, 2011, so any components there will also need to be implemented.  The dilemmas that will come with this I cannot fully predict, but my attitude is that it is all good and it will be a learning and growth process.   I am excited for this upcoming process.

  

Resources

                                                 Podcasts/Blogs for Occupational Therapy

Blog on Podcasting:   http://oteducation.wordpress.com/2007/10/11/podcasting/

Podcast:  http://cot.fiu.edu/moty/OTH6009.xml

Week Three - Handheld Technology

Lessons Integrating Handheld Technology:

            I think that Handheld Technology is a great component for occupational therapy instruction and clinical applications.  The iPhone is being utilized in a community college setting with individuals with Acquired Brain Injuries.  What I find most appealing about this, is that there are very few individuals that do not have a cell phone.  Majority of cell phones now have calendars with alarms.  Let’s say that someone that has short term memory needs to be reminded to eat their three meals a day.  An alarm can be set in the calendar to remind them to eat.    An individual that has acquired their short term memory skills, but needs reminders for appointments, this can be set in their cell phone also.    If the cell phone or smartphone has the capability to sync with their computer, a family member or friend can also ensure that all of the appointments, dates etc. have been placed in their calendar.  How many of us have paper calendars and we are at an appointment, but cannot recall what all is scheduled for a particular day.  How many of us make sure that we have our smartphones with us, if so, then we can access it immediately.  The aforementioned techniques assist with memory and cognitive rehabilitation.  There is no limit on what we can do with the smartphone technology and occupational therapy.

            Listed below is a blog that provides recommendations for apps for the iPad.  This is

primarily for pediatric settings.   There are several apps for handwriting, music, cause and effect, voice and communication skills.  This is another great example of a handheld device that can be utilized almost anywhere.   The occupational therapy students can learn from the apps and how to apply them to their clients and specific clinical setting.  As with websites, it is a good learning tool to determine if there are other components of the app that can be utilized.  An example would with the writing app, what other skills would the user need to actively take part.  The client may need visual acuity, color discrimination, touch sensitivity, ability to hold an electronic pen (if indicated), or auditory acuity.  Just because one app is designed for a specific task, such as writing, it doesn’t mean that there are not other therapeutic benefits.

            There is very little research with handheld technology and the benefits with occupational therapy education and clinical applications.   These are devices that have been introduced within the past two to five years.  I am sure that there will be research forthcoming.   I think that to initially acquire objective data this would include developing assessment strategies in the classroom.  Such as a well defined Rubric and Competency Checklist.   Students would be interviewed at the end of their Level II Fieldwork to determine if they incorporated the technology and their subjective feedback.  Additional assessment would be adjusted according to this feedback.

            The cost of an iPhone is around $200.00 and the cost of an iPad starts at $500.00.  Depending if you get additional accessories, programs the cost can increase.  Cost of internet service can vary depending on location and type.

            The implications for classroom use are wide open.  Instruction methods that can be utilized are boundless.  The transfer of this technology into the clinical setting is also unlimited.  Clients typically lose their paper handouts, but they seem to always know where their phone or iPad is.  This can also promote better follow through of clients with their home programs as it is readily available to them at all times. 

            Handheld Technology has countless avenues of use.  This may promote increased recall of techniques taught in the classroom.  The students can have this easy access to review techniques once they are clinicians.  The transfer of the technology techniques can also be individualized to each client instead of  paper handouts.   This would provide the client with visual, auditory, pictorial or video of their individualized programs.  This would promote healthier follow through by the client and improved quality of life. 

           

Reference

http://www.id4theweb.com/,  Retrieved June 7^th , 2011

http://babieswithipads.blogspot.com/2011/01/another-occupational-therapist.html, Retrieved

            June 7^th, 2011.

Week Two - Diverse Learners

Who are your Diverse Learners?

Students with learning disabilities; students who have higher ability; students who have lower ability; students who have hearing impairments, students who have visual impairments, students who have physical impairments,students who have emotional problems, students who have ADHD, students who have ABI (acquired brain injury); students who are visual learners; students who are auditory learners; students whose primary language is not English; students of different religions; students of different ethnicity; students from different geographical regions; students from single parent homes; the list of diverse learners could go on and on.  Each of us comes to the table with such a complex background that we are all, in one way or another diverse learners.  

Think about the students you teach in your classroom. What do you do or can you do to meet the needs of diverse learners. 

I think the profession of Occupational Therapy is a great foundation for teaching.  Our basic educational process is founded in psychology, diverse learning, learning to work with individuals with varied diagnosis, critical thinking and clinical reasoning skills.  There is no set “cookbook” for treatment and we are required to look at all of the possibilities for our clients.   I feel that I am repeating myself, but we are a new program.  Developing and implementing the curriculum has required that we meet all of the needs of our students.  An example would be ensuring the summer courses are online so that the students from the rural communities can continue with their livelihood if they are ranchers or farmers.   Developing a curriculum that can be completed on a full-time or part-time basis.  Some individuals may be single working parents and can not allow for a full-time school schedule.  All of our courses are web assisted to allow for additional and expansive learning opportunities.  The curriculum includes lecture, laboratory, fieldtrips, Clinical Fieldwork, not exclusive of the aforementioned.  According to “Accreditation Council for Occupational Therapy Education” (ACOTE) the following must be met to ensure that programs are accredited.

B.1.5.	Demonstrate knowledge and understanding of human development throughout the life span (infants, children, adolescents, adults, and elderly persons). Course content must include, but is not limited to, developmental psychology.
B.1.6.	Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences (e.g., principles of psychology, sociology, abnormal psychology).
B.1.7.	Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society (e.g., principles of psychology, sociology, and abnormal psychology).
B.1.8.	Articulate the influence of social conditions and the ethical context in which humans choose and engage in occupations.
B.1.9.	Demonstrate knowledge of global social issues and prevailing health and welfare needs.

Are you creating Multicultural lessons, Multiple Intelligence Projects, and/or specific assistive technologies for students with special needs?

            Our accreditation requires that we provide education in regard to cultural systems.  Spring 2011 Semester there was a section that provided education and resources for diverse cultures.  This provided i.e. culture, religious components that may be pertinent to a specific culture, behaviors/customs, thoughts/attitudes pertinent to healthcare, mannerisms, food preferences, holidays, dress, physical/personal contact (i.e. such as looking or not looking someone directly in the eye, shaking hands, speaking to one member of the family first etc), changes that have occurred within cultures over the past 50-100 years, dress/clothing,  attitudes in regard to beginning of life/end of life issues, roles of the members of said societies/cultures, work ethics, attitudes/behaviors in regard to leisure, attitudes/customs of medicine/healers/herbs etc. and other as indicated. 

            The interesting component of developing this lecture and resource file for the students, that the students were able to add to the resource.  We have some many different “cultures” within our geographic area.  Rural vs. Suburban vs. Urban, think about all of the differences there are within this part of our state, country. 

            Our world has become so much “smaller” and another trend that was present with this research was that so many cultures are becoming much more westernized.  An example of this would be, Asian cultures that have always revered their elderly.  Asians that have moved to the United States are beginning to change this tradition to the more Western custom of elderly are not as respected and/or revered.  In the Italian Culture, the younger generation took care of the elderly, but due to the decrease in birth rate and economic factors, the older Italians now need to hire caretakers.  These caretakers generally are from other countries. 

            Again, there are so many changes that are occurring, the cultures/traditions seem to be more generic versus their uniqueness that has been present for generations.

            Multiple Intelligence is incorporated to all aspects of the curriculum.  This is accomplished through the LMS System and the delivery methods.  This allows the students to be able to utilize the LMS System during lecture and lab.  The LMS System has all of the power points, videos, resources, references, assignments, rubrics, competency checkout etc.  This information is also available throughout the curriculum.   If someone needs to go beack and reference a certain subject or technique it is available to them.  How does all of this address Multiple Intelligence, all students can access this prior to the class, during class/lab, after class and ongoing.  Someone maybe a faster learner than others and therefore, they can work ahead or not require as much time to learn a specific area.  Those that require repetitive learning techniques, it is all available to them.  Those that are visual, auditory learners also have their options.

            The assistive technologies that are available include but are not exclusive of LMS system, iPod Touch, smartphones, laptops, and PC’s.  This fall semester we have purchased technology for decreased vision, decreased coordination, EZEE mouse systems and voice activated software.  I think that it will be a great challenge to learn these systems and then to put them into practice.  This will assist the students not only in the classroom, but when they are in their fieldwork settings and clinicians in the future.

Reflective Journal

The reading materials that were provided identified seven separate human capacities: musical, verbal, physical, interpersonal, visual, logical,  intrapersonal. And not all of them, including the category he added years later -- naturalistic -- could be easily evaluated by the standard measuring stick of the time: the IQ test.  http://www.edutopia.org/multiple-intelligences-introduction?gclid=CPLwhP7h2poCFRo8kgodH2Dh2Q    I believe that these are very important aspects of education and learning.  I know that for myself, I am a very visual learner.  Due to that I have to challenge myself in teaching that I provide not only visual components but all of the other areas.  I also impart student active participation at all levels of the educational process.  I think that spoon feeding is such a disservice to all in this process.  Yes, there initially may need to be some spoon feeding but the ultimate goal is critical thinking and clinical reasoning. 

            The decision making process is not always a conscience decision, but it may be an innate process.  Have you or someone you know come up with an answer to a solution, but may not be able to explain how they came to that decision?  The is that innate process that occurs.  Some individuals are natural communicators and others have to work at it. 

            Due to all of the differences, I really try hard to bring out the students most natural abilities.  Though, also increase their awareness of those abilities that are not as natural and nurture those.

            If the aforementioned is implemented then we are meeting, nurturing all of those diverse needs.  Our awareness has be paramount in the educational environment to address and meet all of these needs.

Identify how providing technologies or resources for your students could enhance your lessons. (Think about all students, the ones you have right now and the students you might have in the future. Consider the dilemmas in applying what is known from research to the needs of your students. Research the cost of the technology (if any) and ideas for future implementation in the classroom and add a reflection on this to your blog.)

            I realize this is redundant, this new program has been very fortunate to have had the financial support to obtain 90% of the equipment and technology for a state of the art program.  The cost of equipment and supplies has been close to $70,000.00.  Remodeling of space with all of the current educational technology will be close to $250,000.   I could provide you with the details, but it is an extensive document that has each item, specifications, cost etc.  There is little that will not be provided for the program.   This will allow the student to be well prepared to enter their profession as generalist – occupational therapy assistants.

            This is a very supportive, creative environment that will not only serve the current needs of the students, but also future generations of students and clinicians. 

Week One Post - May 25th, 2011

Discuss the following: Where you are and where you want to go with Technology in your classroom.

What are your top 3 elements of a 21^st Century Classroom?

          I think that the most significant element of a 21^st Century Classroom, is an instructor/teacher that is motivated to develop, implement and re-assess the tools and techniques necessary for a 21^st Century Classroom.  We can have all of the software and gadgets, but if no one is willing or able to use them, is this truly a 21^st Century Classroom?

          The second element is knowledge of the techniques and tools of a 21^st Century Classroom.  The instructor needs to be able to communicate the foundation of the tools to be utilized.  This will enable the student and instructor to become lifelong learners.  An analogy of this would be learning to drive an automatic shift car or a standard shift car.  Once we have that technique down then we can drive a subcompact car, a pickup truck etc.  We don’t have to take lessons how to drive another make or model of a vehicle.  The student and instructor have to be lifelong learners as the technology is ever changing.  This is establishing the basis for critical thinking and reasoning. 

          The third element, and definitely not the last, would be the enthusiasm to continue to learn.  We need the ability to transform our learning and technology to meet the ongoing needs of our students, future clinicians and community.

What kind of learning environment do I want to create for my students?

          I want the students to feel that they have ownership of their learning process.  I want the students to feel supported and encouraged to explore their educational opportunities.  In healthcare it is absolutely necessary that the future clinicians are able to observe, assess and develop treatment techniques that fit their specific client.  This is not a textbook profession.  What may work for one client, may not work for the next client or client with a diagnosis that you have never treated.   Those decisions need to be made at the drop of a hat. 

Technology can now impart a significant component to treatment. The student and future clinician has acquired the clinical reasoning skills to research what is necessary for their client.   A sample of this would be relearning the skills to return to work that requires document preparation.  A free online tool is Learn2Type (http://www.learn2type.com/) this website provides tools to learn the keyboard, develop typing skills up to six different levels.  It also provides the ability to obtain objective learning and assessment data, such as WPM and level of difficulty. 

Technology with more complexity is the Interactive Metronome™ (http://www.interactivemetronome.com/IMPublic/Home.aspx). The aforementioned technology can be utilized at all ages, with all diagnosis (with exception of a history of seizures) and with a wide variety of techniques.  This tool has been used to promote sensory integration, development of skills for professional athletes and the possibilities are limitless. 

The components of technology, not only learning in the classroom but transferring that into their professional lives in boundless.  I want the students to feel comfortable with technology and to explore all of the opportunities and possibilities. Technology promotes freedom with our daily tasks. 

What resources do I have to help me create the learning environment?

          I think that we are very fortunate in our university system.  ANGEL is our Learning Management System (LMS) and our program is fully web-assisted.  Webtechs are available by phone 8 to 5 Monday through Saturday.  I do not recall a time when I have called, that no one is available.  Each building on campus has assigned one Technology Support Technician.  This person generally addresses issues within a three to four hour time period and majority of time, less than that.  There is an Instructional Designer on campus that is also available.  The Instructional Designer also is available on an as needed basis or by appointment.  The aforementioned resources I have found so invaluable.  I would not have been able to maneuver through all of the technology without them.

          Resources in regard to hardware, software and accessories, we are fairly well equipped and have also obtained “assistive technology” that will be utilized in the clinical settings.  The remodeling for our classroom is in process and will be fully equipped with current educational technology. 

          The support of learning, growth and creativity are the best resources of the university, faculty and staff.