Internet-based resources were ranked as fourth most widely used by senior colleges and fifth by community colleges, but those numbers probably imply more usage than actually occurs. Very, very few CUNY faculty seem to be involved in authoring electronic course materials or even in utilizing computer-based presentations. When faculty do set out to create their own materials, they quickly encounter the inaccessability of classrooms and lecture halls that can support computer-enhanced teaching. In the interest of maximizing precious instructional time, many faculty sensibly would opt to teach, rather than to fiddle with SCSI cables and video connectors. Measuring Effectiveness No college appears to be measuring extensively the effectiveness of its efforts using instructional technology.
Campuses appear to be willing to assume the value of technology-enriched courses.
No responding college produced an official policy statement on this issue. Several offered only general recognition and support of the need to comply with provisions of Section 504 and the Americans with Disabilities Act. Actual compliance most commonly seems to be limited to wheelchair-accessible stations in computer labs. The lack of detail among respondents may demonstrate a lack of connectedness on some campuses among Student Services-based assistive technology groups, Provosts' offices and computing organizations. In any case, there is no lack of willingness to do more, but rather ignorance of what is possible and concern about costs.