Instructional Technology -- An Interest/Skills Preliminary Inventory
September 8, 1999

Name ____________________________ College Class _________________

Major ____________________________ E-Mail Address _____________________

 I. Which descriptions best characterizes your use of computers to date:

1. Don't use one (except for Library searches)
2. Use occasionally, but only for word-processing papers for courses
3. Use pretty regularly, but primarily for word-processing and e-mail
4. Use / Don't use a computer for at least one of the following:
   For working with a spreadsheet program (e.g., Excel, Lotus)
   For working with a database program (e.g., Access)
   For working with a statistical package (e.g., SPSS)
5. Use / Don't use computer to connect to the Internet and search the World Wide Web
6. Use /Don't use computer to publish a personal homepage/maintain a personal website
7. Were you expected to use a computer in high school?
   If Yes, elaborate a bit.
   
8. Have you been expected to use a computer (for more than the word-processing) in any of your  courses?
   If Yes, elaborate a bit.
   
9. Have any courses you have taken used a course newsgroup? If Yes, elaborate a bit.
   

Do you have personal access to a computer?
If "Yes,"  elaborate a bit.

Is it networked?
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Characterize your views of electronic technology to date, especially the WWW and its potential for instructional uses:
-- Not particularly interested or informed; suspect its potential is overrated
-- Not particularly interested or informed; haven't really considered its instructional potential
-- Interested in exploring its instructional potential, but currently lack:
            Occasions/reason/time/encouragement to do so
            Regular access to a networked computer and other hardware
            Instructional training
            Other __________________________________________

-- Currently exploiting its potential in the following ways:

-- Would like to explore its instructional potential still further by trying to do the following:

II.  On the assumption that people best learn STUFF/retain information at different rates, by different means and in different circumstances, characterize yourself (1= "That's Me" to 5= "Not if Life Depended on It") as a LEARNER to date:

1. A "Words Person," someone who does relatively better than others when confronted with an argument/explanation/instructions in the form of an essay, paragraph, written words. Pretty good at "analyzing" a text. Comfortable putting ideas into words on paper. 1 2 3 4 5
   
2. A "Numbers Person," someone who does relatively better than others when confronted with an argument/explanation/instructions in statistical or tabular form. Pretty good at "digesting" tables and charts. Comfortable making statistical arguments in oral presentations and papers. 1 2 3 4 5
   
3. A "Visual Person," someone who does relatively better than others when confronted with an argument/explanation/statement as an image, picture, map, diagram or as a series of spatial relations.
   Pretty good at "taking in" a picture or following a blueprint. Ready to go to the blackboard and "draw" your argument or include illustrations in your papers. 1 2 3 4 5
   
4. A "Presentation Person," someone who is relatively better than others when confronted with an argument/explanation/statement presented in inventive, novel and multiple ways. Pretty good at "getting" presentationally complicated and non-traditional "messages." Given to fiddling with spacing, font size and boldface to make arguments in papers. 1 2 3 4 5
   
5. A "Hands On" Person, someone who is relatively better than others when confronted with an argument/explanation/instructions delivered as a demonstration in which you participate and are expected to replicate. Pretty good in laboratory classes. Like exhibits and artifacts, models and dissections. 1 2 3 4 5
   
6. Some other kind of LEARNER. Explain:
   
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Which of these LEARNING styles/ modes do you believe you would most benefit from by getting better at?

IV.  Put number of the right-hand definition that correctly identifies the left-hand term in the middle box