EDUCAUSE Survey: Tech Eases Some Tasks, but Workloads Still High

Despite the ability of various ed-tech tools to streamline daily tasks, educators say they still face heavy workloads and need support adapting to new technologies.

These were among the findings of a January survey of 539 educators and technology officials in higher education by the nonprofit EDUCAUSE. Specifically, it found that educators tend to appreciate the ability of video conferencing and learning management systems to improve efficiency and flexibility, while they feel not enough is being done to prevent overwork or keep them up to speed with artificial intelligence.

TECH CAN HELP WITH PRODUCTIVITY BUT CAN’T ALLEVIATE HIGH WORKLOADS

Respondents generally said they were happy with technology uses that have been around a while: 57 percent said video-conferencing tools, collaboration tools, learning management services and cloud storage made it easier to complete tasks and access institutional materials.

However, about half said technologies can produce an overwhelming volume of digital communication, and many said technology has led to more distraction overall.

“While [Microsoft] Teams is helpful with communication, online team meetings, and document sharing, the constant notifications and chats are distracting and can interfere with work/life balance,” one respondent said.

Work/life balance remains a major struggle for the teaching and learning workforce. Sixty percent of respondents said their workload was excessive or somewhat excessive. The most common course of action to address this burnout, according to the survey, was nothing (37 percent), followed by offering flexible work arrangements (31 percent) and hiring additional staff (25 percent).

Most respondents said they could work remotely or on a hybrid schedule, and 73 percent said flexible work arrangements boosted their productivity, but staffing may be the more effective route.

“We have reached our limits on hand-waving fixes,” one respondent said. “We simply need more people.”

TEACHERS NEED AI TRAINING

Respondents were somewhat split on the effect of AI on their roles and job performance: 42 percent said AI had a positive impact, and 23 percent said the impact was negative.

According to the report, some found technology less effective due to lack of coordination across the institution.

“Faculty/staff tend to use whatever they are familiar with, and at times [this] makes it difficult to do interdepartmental work when everyone is using different tools,” one respondent said.

Professional development to help get everyone more familiar with AI was seen as highly important. The most important areas to focus on within AI training were ethical use, impact on teaching and learning, and policy development.

Respondents noted that accessibility must be a key part of technology training, as well.

“With new federal regulations, faculty, instructional designers, and IT staff will need significantly more support in creating accessible course materials,” one respondent said. “In my mind, there is no more pressing need in teaching and learning right now.”