Digital Classroom is a national online survey of teachers and administrators ..... nine teachers (11%) report being in c
Teaching with Technology: The Promise and Reality of the U.S. Digital Classroom
A graphite White Paper from Common Sense Media www.graphite.org
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Teaching with Technology: The Promise and Reality of the U.S. Digital Classroom A graphite White Paper from Common Sense Media www.graphite.org
Table of Contents Executive Summary.................................................................................... 3 Introduction................................................................................................. 5 Methodology............................................................................................... 6 Key Findings............................................................................................... 7 1. Edtech isn’t optional; it’s essential.............................................................................................. 7 2. 1:1 student access to devices is just getting started, but the penetration of laptop and mobile devices is remarkable............................................... 8 3. Few teachers report using edtech tools frequently, but demand for edtech use is strong.......................................................................................... 9 4. Money, access, time, and training are the biggest challenges to edtech implementation....................................................................................... 10 5. It’s tough to find the good stuff.................................................................................................. 11
Conclusion................................................................................................ 13 Survey Toplines......................................................................................... 14
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Executive Summary Overview Digital Classroom is a national online survey of teachers and
2. 1:1 student access to devices is just getting started, but the penetration of laptop and mobile devices is remarkable.
administrators conducted in May 2013 to identify current
The majority of teachers (73%) report using more traditional
practices, attitudes, and challenges related to the selection and
provisioning or ways for students to access technology, such
use of educational technologies in preK-12 public school
as in-class sharing (37%) or using the computer lab (36%). Only
classrooms in the United States. This Graphite White Paper
one in nine teachers (11%) are implementing 1:1 or Bring Your
from Common Sense Media is a report on the findings from this
Own Device (BYOD) programs (where each student has access
survey, which will be fielded annually.
to their own device). Half of all teachers (49%) report having
Teaching with Technology: The Promise and Reality of the U.S.
used tablets in their classroom for learning or instruction during
Methodology The survey was conducted online in the U.S. by Harris Interactive in May 2013, among 764 public school preK-12 teachers and 205 public school administrators. The data were weighted to key demographic variables to align with the national population of the respective groups. No estimates of theoretical sampling error can be calculated. Wherever significant differences are reported, they are reported at the significance level (alpha) of 0.05. (For more details on the survey and the methodology of the study, please see the full report.) Throughout this paper, “educational technologies” or “edtech” will refer to digitally delivered products designed to help students or teachers, such as mobile applications (apps), websites, computer/console games, digital planning tools, or digitally delivered curricula.
the school year (either teachers only, students only, or by both), 40% report smartphone use, and 69% laptop use. High school teachers, and to a lesser extent, middle school teachers, report significantly higher prevalence of 1:1/BYOD provisioning.
3. Few teachers report using edtech tools frequently, but demand for edtech use is strong. Despite their enthusiasm for edtech and its benefits, weekly less than one fifth (19%) of teachers use content-specific tools (like Mathboard), 31% report using information/reference tools (like Desmos Graphing Calculator or Dictionary.com), 24% use teacher tools (like ClassDojo or Lesson Planet), and only 14% report using digital curricula (like Dreambox Learning or Lexia Learning). Even in 1:1/BYOD classrooms, teachers report relatively low usage. For example, 15% of teachers in 1:1/ BYOD classrooms report using subject-specific content tools weekly and 18% use teacher tools weekly. Weekly use of
Main Findings
1. Edtech isn’t optional; it’s essential. Most teachers (86%) and administrators (93%) consider it important or absolutely essential to use educational technologies1 in the classroom. Overwhelming proportions of teachers agree that using edtech in the classroom confers benefits like student engagement, personalized learning,
information/reference tools in these classrooms is higher, at 37%. Math teachers are not significantly more likely to use edtech than teachers of other subjects. However, while teachers vary in their current use of edtech, nine in ten (92%) agree they would like to use technology in the classroom more than they do now.
and collaboration. Elementary school teachers (57%) are significantly more likely than middle (42%) or high school teachers (36%) to agree that edtech is absolutely essential.
1
In the Harris survey, Teachers and Administrators were initially shown the following definition of “educational technologies”: “Educational technologies are digitally-
delivered products designed to help students or teachers, such as apps, computer games, websites, digital planning tools or digitally delivered curricula.”
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4. Money, access, time, and training are the biggest challenges to edtech implementation. As seen above, the use of edtech sometimes lags behind its promise. What’s standing in the way? Teachers and administrators identify funding, infrastructure, and time as the biggest challenges to implementation. Educators also rank lack of training high on the list of challenges.
5. It’s tough to find the good stuff. In addition to the typical challenges of funding and infrastructure, this survey also asked teachers about discovery and decisionmaking around edtech. Three quarters (76%) of teachers agree it’s at least somewhat difficult to find high quality edtech products, and roughly one in three spends an hour or more each week looking for edtech products to use in the classroom. Further analysis reveals that teacher attitudes toward the potential of edtech are related to perceived difficulty of finding good edtech products. Compared to those who agreed it was not difficult, teachers who agreed that it was difficult to find good edtech tools were more likely to agree that lack of training, demands on teacher time, and difficulty of determining quality are obstacles to edtech implementation. They were also less likely to be high edtech users and to agree that edtech is absolutely essential, improves outcomes, helps students collaborate, or that funding is a challenge. However, there were no significant differences between the two groups (difficult vs. not difficult to find good edtech) in terms of relevant demographic factors such as school level or subjects taught, mean years of experience, urbanicity of the respondent’s location, and proportion of minority or free/reduced lunch students.
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Introduction Every day, we hear about a new educational technology innovation or school district integrating and embedding technology more deeply into their system and pedagogical DNA. What do classroom teachers and education administrators think about these trends, what are their own realities regarding edtech, where are the gaps in their ability to capitalize on the best tools and innovations, and how are they going about making sense of the plethora of edtech resources out there? Teaching with Technology: The Promise and Reality of the U.S. Digital Classroom is a national online survey of public school teachers and administrators conducted in May 2013 that aims to answer some of these questions. It was designed to identify current practices, attitudes, and challenges related to the use of educational technologies in preK-12 classrooms in the United States. This Graphite White Paper from Common Sense Media is a report on the findings from this survey. The survey — conducted by Harris Interactive — adds to the growing body of research on the use of educational technologies in the larger U.S. education landscape and makes several contributions: •
First, this study is conducted by Common Sense Media, an independent non-profit organization, and strives to provide an unbiased snapshot of the state of the U.S. digital classroom. Subsequent waves of the survey will identify changes to this landscape over time.
•
Second, this study provides unique data on the use of specific kinds of edtech devices and tools by both students and teachers (as reported by teachers).
•
Third, the survey gathers data from both teachers as well as administrators, and also examines differences, where present, between teachers from different grade levels or school demographics.
•
And fourth, the study explores educators’ discovery, selection, and decision-making around edtech for use in the classroom.
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Methodology The Teaching with Technology survey was conducted
All sample surveys and polls, whether or not they use probabil-
online within the United States by Harris Interactive for
ity sampling, are subject to multiple sources of error which are
Common Sense Media in May 2013, among 764 public school
most often not possible to quantify or estimate, including sam-
preK-12 teachers (including 254 preK-fifth grade teachers,
pling error, coverage error, error associated with nonresponse,
252 sixth-eighth grade teachers and 258 ninth-12th grade
error associated with question wording and response options,
teachers) and 205 public school administrators.
and post-survey weighting and adjustments. Therefore, Harris Interactive avoids the words “margin of error” as they are mis-
Qualified teacher respondents were U.S. residents, 18 years or
leading. All that can be calculated are different possible sam-
older, employed full- or part-time as a classroom teacher in
pling errors with different probabilities for pure, unweighted,
grades preK-12 in a U.S. public or charter school.
random samples with 100% response rates. These are only theoretical because no published polls come close to this
Qualified administrator respondents were U.S. residents,
ideal. Because the sample is based on those who agreed to
18 years or older, employed full-or part-time in a U.S. public or
participate in the Harris Interactive panel, no estimates of theo-
charter school and either a principal, assistant principal,
retical sampling error can be calculated.
superintendent, or assistant superintendent; or a curriculum supervisor, technology coordinator, media specialist, or
Wherever significant differences are reported between sub-
librarian and who is involved in making educational technologies
groups, they are reported at the significance level (alpha) of 0.05.
decisions for their school or district. Throughout this paper, “educational technologies” or “edtech” To keep in line with their actual proportions in the population,
will refer to digitally delivered products designed to help
teachers’ figures for gender, years of experience, region,
students or teachers, such as mobile applications (apps),
urbanicity, grade level, school size and percentage of students
websites, computer/console games, digital planning tools, or
eligible for free/reduced lunch were weighted where necessary.
digitally delivered curricula.2
Among administrators, figures for region, urbanicity, and district size were also weighted, where necessary, to bring them in line with their actual proportions in the population.
2
In the Harris survey, Teachers and Administrators were initially shown the following definition of “educational technologies”: “Educational technologies are digitally-
delivered products designed to help students or teachers, such as apps, computer games, websites, digital planning tools or digitally delivered curricula.”
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Key Findings
1.
Edtech isn’t optional; it’s essential. Eighty six percent of teachers and nearly all administrators (93%) agree that it’s important or absolutely essential to use educational technologies in the classroom. Moreover, teachers agree there are appreciable benefits of technology for learning. Nine in ten (96%) agree that using edtech in the classroom increases student engagement and enables personalized
Proportion of teachers and educators who agree that using edtech in the classroom offers various benefits:
learning (95%). A large majority agrees it improves student outcomes (89%) and helps students collaborate with each
96%
Enables personalized learning
95%
other (87%). In addition, almost all educators (99% of teachers and 100% of administrators) agree that edtech expands resources available to teachers. A significantly higher proportion of elementary school
98%
Increases student engagement in learning
96% 100%
Expands resources available to teachers
99%
teachers (57%) agree that edtech is absolutely essential compared to middle (42%) and high school teachers (36%). Although an overwhelming majority of teachers associate edtech use with several positive attributes, relative to elementary school teachers, a significantly higher proportion of middle (45%) and high school teachers (43%) feel that these technologies could also distract students.
90%
Helps students collaborate
87% 93%
Improves student outcomes 50%
89% 60%
70%
80%
90%
Administrators
100%
Teachers
Teachers reporting student use (alone or with teachers) of mobile devices for learning are significantly more likely to identify as early adopters and to agree that edtech use is essential and improves student outcomes.
5x
Teachers who say that using edtech in the classroom is absolutely essential are five times more likely than other teachers to strongly agree that it improves student outcomes.
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2.
1:1 student access to devices is just getting started, but the penetration of laptop and mobile devices is remarkable. The majority of teachers report using more traditional methods
board/interactive whiteboards (64%) are widespread, almost
of provisioning technology for students, such as in-class
half of all teachers (49%) report having used tablets in their
sharing (37%) and using the computer lab (36%). Only one in
classroom for learning or instruction during the school year
nine teachers (11%) report being in classrooms where students
(either teachers or students only, or both), 40% say
have access to their own device through 1:1 or BYOD
smartphones were used, and more than two thirds (69%)
programs, and significantly more middle (14%) or high school
report having used laptops. According to teachers, over a
teachers (20%) report their implementation than elementary
third of students (34%) have access to tablets either individually
school teachers (6%).
or in a shared situation. Considering tablet devices are
Although shared access is still more commonplace than 1:1 access, the prevalence of laptop and mobile devices such as smartphones and tablets is remarkable given how recent an invention the latter are. Although desktops (84%) and smart
5%
1-to-1 laptop program
5%
1-to-1 tablet program
40%
49%
Smart board, interactive white board, or similar
1% 37%
Computer lab
36% 16% % teachers reporting
8
in the classroom.
Tablet
Student sharing of in-class computers or tablets
None
(either alone, or with teachers) use any smaller mobile device
Smartphone
11%
BYOD (students supply own computers)
is notable. A total of 55% of teachers report that students
Percent of teachers reporting use of each device in the classroom for learning or instruction by students, teachers, or both:
Percent of teachers who report each way in which computers and other devices are provided to their students: 1-to-1 laptop/tablet/BYOD (net)
relatively new entrants into the market, their penetration
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64%
Laptop
69%
Desktop computer
84% 0%
20%
40%
60%
80%
100%
% teachers reporting
© 2013 COMMON SENSE MEDIA
3.
Few teachers report using edtech tools frequently, but demand for edtech use is strong. Despite their enthusiasm for edtech and its benefits, weekly
Even in 1:1/BYOD classrooms where each student has access
less than one fifth (19%) of teachers use content-specific tools
to his or her own device and one might expect the proliferation
(like Mathboard or iCivics, for example), 31% report using
of edtech tools, teachers report relatively low usage. For
information/reference tools (like Desmos Graphing Calculator,
example, 15% of teachers in 1:1/BYOD classrooms report
Google Earth, and Dictionary.com), almost a fourth (24%) use
using subject-specific content tools weekly and 18% use
teacher tools (like Socrative and ClassDojo), and only 14%
teacher tools weekly. Only weekly use of information/reference
report using digital curricula (like Lexia Learning or Dreambox
tools is reported by a relatively greater proportion of teachers
Learning). Most teachers report using at least one type of
in 1:1/BYOD classrooms (37%).
educational technology product during the school year, and
However, while teachers vary in their current use of edtech,
three-quarters report using at least one tool more than once a
nine in ten (92%) agree they would like to use technology
month. Few use these on a weekly basis. Of those who are not
in the classroom more than they do now. Nearly half (48%)
using any of the types of edtech tools specified in the survey,
of teachers across all grade levels strongly agree with
at least one-quarter of teachers plan to do so next year.
this statement. Two-thirds plan to use at least one type of digitally delivered tool or product more often than they do this school year.
Percent of teachers reporting weekly or more frequent use of various types of edtech tools: 20%
Digital curricula
14%
18%
Teacher tools
24%
37%
Information / reference tools
31%
15%
Subject-specific content tools
19% 0%
© 2013 COMMON SENSE MEDIA
10%
20%
1:1/ BYOD Classrooms
30%
40%
All Classrooms
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4.
Money, access, time, and training are the biggest challenges to edtech implementation. This survey’s findings suggest that the use of edtech sometimes lags behind its promise. What’s standing in the way?
Teachers
infrastructure,
identify
and
time
lack as
of the
funding, biggest
insufficient hurdles
to
implementation. In another question asking respondents about certain pros and cons of edtech, four in ten teachers and a little over one-fifth of administrators agree that using edtech in the classroom places too many demands on teachers’ time.
Top four challenges to integrating edtech in schools according to administrators and teachers (percent reporting each challenge): Lack of trained appropriate staff
45%
Lack of training for teachers on how to use and implement
43%
45%
Lack of time to implement
Over half (53%) of all teachers indicate that they had insufficient technology infrastructure, including connectivity and hardware problems. Lack of time to implement (45%) and training (43%) were also top-ranked challenges for teachers. One in
38%
Insufficient tech infrastructure in the classroom
53% 45% 66%
Lack of funds
75%
three educators feel that challenges in implementing these technologies outweigh their benefits.
$255 a year
10
0%
20%
40%
Teachers
60%
80%
Administrators
40% of teachers who use edtech pay an average of $255 a year out of pocket to purchase edtech tools for their classrooms.
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5.
It’s tough to find the good stuff. Decision-making In addition to the typical challenges of funding and infrastructure, this survey also asked teachers about discovery and decision-making. Classroom teachers appear to be quite involved in decision-making around edtech. Fully 80% of teachers report contributing to (66%) or leading/having the greatest influence on (14%) decisions about the use of edtech
Most important criteria in selecting edtech tools for classroom use, according to teachers and administrators (percent reporting each criterion): 37% 29%
Overall high quality
25%
Free
45%
in their schools. Just over half of teachers (55%) say that they are involved in the decision-making process when purchasing
33% 32%
Helps teachers teach
educational technologies under $100. Over half of teachers report that technology coordinators, media specialists, or other school staff (including principals) are similarly involved in the decision to purchase under-$100 edtech.
Discovery With hundreds of thousands of mobile apps claiming to be educational, tens of thousands of video games with some
65%
Aligns to academic standards
41% 30%
Fun and engaging for students
44% 57% 56%
Learning potential for students 0%
20%
40%
Administrators' priorities
60%
80%
Teachers' priorities
potential for learning, and countless websites, the sea of edtech resources out there can be overwhelming.
Seventy-six percent of teachers agree it’s at least somewhat difficult to find out about high quality educational technologies for instruction, student learning, or classroom management. One in three teachers spends an hour or more each week looking for edtech products to use in the classroom.
What criteria are educators looking for when they select edtech products to use in classrooms? Both teachers and administrators rank learning potential for students as an important factor (57% administrators and 56% teachers), but there are some differences in how they prioritize other factors. Administrators place higher emphasis on standards alignment (65%), while teachers are more interested in resources that align to standards (41%), are free (45%), and are fun and engaging for students (44%). Further analysis reveals that teacher attitudes toward the potential of edtech are related to perceived difficulty of finding good edtech products. Compared to those who agreed it was not difficult, teachers who agreed that it was difficult to find good edtech tools were significantly more likely to agree that lack of training (47% vs. 32%), demands on teacher time (45% vs. 26%), and difficulty of determining quality (22% vs. 8%) are
Teachers’ primary means (81%) of finding out about
obstacles to edtech implementation. They were also
edtech is from other educators — teachers, librarians, or tech
significantly less likely to be high edtech users (26% vs. 45%)
coordinators/media specialists. Over half of all teachers also
and to agree that edtech is absolutely essential (45% vs. 59%),
rely on administrators for recommendations, and the third
improves outcomes (87% vs. 96%), helps students collaborate
most popular source is web search engines.
(85% vs. 94%), or that funding is a challenge (63% vs. 74%).
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However, perceived difficulty in finding high quality edtech was no higher or lower across key tech usage lines: those who consider themselves early adopters, those who would like to use more technology in the classroom, and across different device usage profiles (i.e., desktops vs. laptops vs. tablets, or shared vs. 1-to-1 classrooms). Also, there were no significant differences between the two groups (difficult vs. not difficult to find good edtech) in terms of relevant demographic factors such as school level or subjects taught, mean years of experience, urbanicity of the respondent’s location, and proportion of minority or free/reduced lunch students. While this study’s methodology does not allow for causal inferences, the above analysis indicates that the difficulty of finding good edtech is significantly correlated with lower edtech usage and enthusiasm. It’s also probable that higher usage and enthusiasm signal higher tech savvy and greater awareness of the challenge of discovery, or that a third, related but unmeasured, factor is linked to (and causing) both of these
Percent of teachers who agree to each attribute by perceived difficulty of finding high-quality edtech products: 74% 63%
Funding is an obstacle to using edtech
94% 85%
Edtech helps students collaborate
96% 87%
Ed tech improves student outcomes 8%
It's hard to determine which products are high quality
22%
The challenges of implementation outweigh the benefits
25% 36% 26%
Edtech places too many demands on teachers' time
45% 32%
Lack of training is an obstacle to using edtech
47% 0%
20%
40%
60%
80%
Not difficult
100%
Difficult
120%
constellations of variables (perceived difficulty and edtech usage/adoption).
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Conclusion This Graphite White Paper presented findings on attitudes and
There are several differences between teachers who perceive
practices regarding teaching with technology based on an
difficulty in discovering good edtech and those who don’t.
online survey of U.S. public school teachers and administrators.
Those who do perceive this difficulty (relative to those who
A majority of educators appear to believe in the potential of
don’t) are more likely to agree that lack of training, demands
educational technologies to enhance teaching and learning.
on teacher time, and difficulty of determining quality are
Shared access to desktops and laptops is the norm. However,
obstacles to edtech implementation. They are also less likely
mobile devices like tablets and smartphones have penetrated
to be high edtech users and to agree that edtech is absolutely
the classroom to a notable extent - with over half of all teachers
essential, improves outcomes, helps students collaborate, or
reporting that students have access to these devices. Teachers
that funding is a challenge. However, they’re not significantly
in mobile-rich classrooms are more likely to be early adopters
different on a host of other variables like edtech usage, device
and convinced of the benefits of edtech.
usage, and personal/school demographics.
Although they report high enthusiasm for the promise of edtech,
These results prompt us to ask: is the fact that so many
teachers report much less frequent use of edtech products,
teachers (who feel empowered to make decisions) feel it is
with less than a third of all teachers indicating they use various
difficult to find high quality edtech a major inhibitor to adoption
types of edtech tools weekly or more often. Still, almost all
and usage? Does the perception of difficulty encourage
teachers (92%) say they would like to use edtech tools more
skeptical teacher attitudes, or is it the other way around? Or, is
often than they do now.
there another common factor behind both (outside of a demographic or economic factor)? And if perceived difficulty
Educators agree there are several headwinds challenging
does lower teacher expectations for edtech, then would efforts
implementation of edtech in the classroom, including time
to make it easier for teachers to discover, vet, implement, and
constraints, funding, lack of access/infrastructure, and lack
use those products result in a significant uptick in teacher
of training. In addition, three-quarters of teachers report that
attitudes and usage? To borrow from Geoffrey Moore’s famous
it’s at least somewhat difficult to find out about high quality
model of the technology adoption curve, is the edtech category
edtech tools. Many turn to peers, administrators, or web
waiting to “cross the chasm”?
searches to aid in their discovery of good edtech. Teachers, in general, appear to feel involved in decision-making around edtech for use in their classrooms, and those who purchase on their own spend an average of $255 each year on edtech tools. Although administrators are clearly leading edtech decisions, remarkable proportions of teachers reported being involved in these decisions, contributing to them, and actually purchasing products.
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Survey Toplines Common Sense Media Teaching with Technology Survey Conducted online by Harris Interactive for Common Sense Media between May 9 and May 21, 2013 among 764 public school preK-12 teachers and 205 public school administrators. •
Teachers are defined as U.S. residents, 18 years or older, employed full or part-time as a classroom teacher in grades preK12 in a U.S. public or charter school.
•
Administrators are defined as U.S. residents, 18 years or older, employed full-or-part-time in a U.S. public school or charter school and EITHER: ◦◦ a principal, assistant principal, superintendent, assistant superintendent; OR ◦◦ a curriculum supervisor, technology coordinator, media specialist, or librarian who is involved in making educational technologies decisions for their school or district.
To keep in line with their actual proportions in the population, teachers’ figures for gender, years of experience, region, urbanicity, grade level, school size and percentage of students eligible for free/reduced lunch were weighted where necessary. Among administrators, figures for region, urbanicity, and district size were also weighted, where necessary, to bring them in line with their actual proportions in the population. No estimates of theoretical sampling error can be calculated.
Notes on Reading the Results The percentage of respondents has been included for each question. An asterisk (*) represents a value of zero. Percentages may not always add up to 100% because of computer rounding or the acceptance of multiple answers for respondents answering that question. Capital letters (A, B, C,) indicate statistically significant differences between the subgroups being tested at the 95% confidence level. The subgroups tested are Administrators vs. Teachers; and Elementary vs. Middle vs. High School Teachers.
BASE: ALL RESPONDENTS 1. Are you…?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Male
44% B
29%
17%
33% C
47% CD
Female
56%
71% A
83% DE
67% E
53%
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BASE: ALL RESPONDENTS 2. In what year were you born? Please enter your response as a four-digit number (for example, 1977).
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
50.0 B
45.5
45.9
44.6
45.5
MEAN AGE
BASE: ALL RESPONDENTS 3. Which of the following best describes your employment status?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Employed full-time
93%
96%
96%
98%
95%
Employed part-time
7%
4%
4%
2%
5%
BASE: EMPLOYED FULL OR PART-TIME 4. Which of the following best describes your current occupation? Please select only one answer.
Total – Administrators (A)
Total – Teachers (B)
Base:
205
764
-
100%
Teacher Principal or Head of school
13%
-
Assistant principal
16%
-
Superintendent
6%
-
Assistant or deputy superintendent
6%
-
Media specialist for a school or district
11%
-
Librarian for a school or district
19%
-
Technology/ computer coordinator for a school or district
14%
-
Curriculum/instruction director or supervisor for a school or district
14%
-
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BASE: MEDIA SPECIALIST, LIBRARIAN, TECHNOLOGY/COMPUTER COORDINATOR, CURRICULUM/ INSTRUCTION DIRECTOR OR BUSINESS ADMIN 5. Thinking about your job responsibilities, are they …?
Total – Administrators (A)
Base:
118
Primarily for one school
66%
Primarily for the school district or multiple schools
34%
BASE: TEACHERS 6. How do you classify your current position as a teacher, that is, the activity at which you spend most of your time during this school year?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
0
764
254
252
258
Full-time classroom teacher
-
96%
97%
97%
95%
Part-time classroom teacher
-
4%
3%
3%
5%
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
0
764
254
252
258
Pre-K
-
3%
5%
-
-
Kindergarten
-
16%
30% DE
1%
*
1st grade
-
17%
33% DE
*
*
2nd grade
-
20%
38% DE
1%
1%
3rd grade
-
22%
42% DE
1%
1%
4th grade
-
22%
42% DE
2%
1%
5th grade
-
23%
42% DE
4%
1%
6th grade
-
15%
10%
46% CE
4%
7th grade
-
16%
4%
64% CE
5%
8th grade
-
16%
4%
64% CE
6%
BASE: FULL OR PART-TIME TEACHERS 7. What grade(s) do you currently teach?
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9th grade
-
20%
1%
7% C
64% CD
10th grade
-
22%
1%
5% C
73% CD
11th grade
-
24%
1%
5% C
79% CD
12th grade
-
25%
1%
5% C
81% CD
BASE: EDUCATION SCHOOL-LEVEL JOB 8. Which of the following best describes the school where you teach/your school?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
139
764
254
252
258
Elementary school
31%
48% A
91% DE
5% E
-
Junior high or middle school
16%
16%
-
81% CE
*
High school or senior high school
30%
26%
-
1%
89% CD
K-8 school
4%
4%
6% E
5% E
-
K-12 school
7%
4%
3%
5%
6%
Other
12% B
2%
*
3% C
4% C
BASE: HAS EDUCATION JOB AND IN PUBLIC SCHOOL/DISTRICT 9. To what extent are you involved in making decisions about the use of educational technologies in your classroom/school/district? Educational technologies are digitally-delivered products designed to help students or teachers, such as apps, computer games, websites, digital planning tools or digitally delivered curricula.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
I am not involved at all in making these decisions
4%
20% A
21%
22%
16%
I contribute to making these decisions along with others
73%
66%
65%
67%
67%
I lead or have the greatest influence on making these decisions
23% B
14%
13%
11%
16%
© 2013 COMMON SENSE MEDIA
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Attitudes about Technology and Digital Media in the Classroom BASE: TEACHERS AND ADMINISTRATORS 10. Next we have a few questions about teaching and learning. How much do you agree or disagree with each of the following statements about educational technologies in the classroom? Educational technologies are digitally-delivered products designed to help students or teachers, such as apps, computer games, websites, digital planning tools or digitally delivered curricula. 1. I give advice to other educators about new trends in educational technologies for the classroom.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
85% B
68%
67%
71%
68%
Strongly agree
33% B
18%
20%
21% E
13%
Somewhat agree
52%
50%
47%
49%
56%
DISAGREE (NET)
15%
32% A
33%
29%
32%
Somewhat disagree
11%
20% A
20%
20%
19%
Strongly disagree
3%
12% A
13%
9%
13%
2. I give parents recommendations for apps, games and websites for use at home to augment student learning.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
67%
70%
79% DE
69% E
53%
Strongly agree
16%
25% A
33% DE
19%
16%
Somewhat agree
51%
44%
46%
50% E
38%
DISAGREE (NET)
33%
30%
21%
31% C
47% CD
Somewhat disagree
21%
17%
11%
21% C
27% C
Strongly disagree
13%
13%
10%
11%
19% CD
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3. I would like to use educational technologies in the classroom more than I do now.
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
AGREE (NET)
92%
94%
90%
91%
Strongly agree
48%
49%
46%
47%
Somewhat agree
45%
45%
44%
44%
DISAGREE (NET)
8%
6%
10%
9%
Somewhat disagree
6%
4%
8%
9%
Strongly disagree
2%
3%
1%
1%
4. I am among the first people to try out new educational technologies for the classroom.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
68%
65%
64%
68%
63%
Strongly agree
20%
22%
24%
23%
19%
Somewhat agree
48%
42%
40%
46%
45%
DISAGREE (NET)
32%
35%
36%
32%
37%
Somewhat disagree
25%
27%
27%
24%
27%
Strongly disagree
7%
9%
9%
7%
10%
5. I tend to be skeptical about new educational technologies for the classroom.
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
AGREE (NET)
26%
23%
31%
28%
Strongly agree
2%
2%
5%
3%
Somewhat agree
23%
21%
26%
26%
DISAGREE (NET)
74%
77%
69%
72%
Somewhat disagree
45%
45%
41%
47%
Strongly disagree
29%
32%
28%
25%
© 2013 COMMON SENSE MEDIA
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6. I tend to be skeptical about new educational technologies.
Total – Administrators (A)
Base:
205
AGREE (NET)
27%
Strongly agree
3%
Somewhat agree
24%
DISAGREE (NET)
73%
Somewhat disagree
40%
Strongly disagree
32%
BASE: TEACHERS AND ADMINISTRATORS 11. How important do you think it is for teachers to use educational technologies in the classroom?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
TOP 2 BOX (NET)
93% B
86%
89% E
85%
79%
Absolutely essential
61% B
48%
57% DE
42%
36%
Important
32%
38%
32%
43% C
43% C
BOTTOM 2 BOX (NET)
7%
14% A
11%
15%
21% C
Somewhat important
7%
14% A
10%
15%
21% C
Not important
*
*
*
-
*
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BASE: TEACHERS AND ADMINISTRATORS 12. How much do you agree or disagree with the following statements about using educational technologies in the classroom? 1. It increases student engagement in learning.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
98%
96%
97%
95%
94%
Strongly agree
55%
56%
64% E
53%
44%
Somewhat agree
43%
40%
33%
41%
50% C
DISAGREE (NET)
2%
4%
3%
5%
6%
Somewhat disagree
2%
4%
2%
5%
5%
Strongly disagree
*
*
*
-
1%
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
22%
33% A
23%
45% C
43% C
Strongly agree
2%
4%
3%
6%
4%
Somewhat agree
21%
29% A
20%
39% C
39% C
DISAGREE (NET)
78% B
67%
77% DE
55%
57%
Somewhat disagree
47%
42%
46%
39%
37%
Strongly disagree
30%
25%
31% DE
15%
20%
2. It distracts students.
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3. It improves student outcomes.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
93%
89%
93% DE
86%
84%
Strongly agree
31%
30%
34%
26%
25%
Somewhat agree
62%
59%
59%
61%
59%
DISAGREE (NET)
7%
11%
7%
14% C
16% C
Somewhat disagree
7%
11%
7%
13%
16% C
Strongly disagree
-
*
-
1%
*
4. It expands resources available to teachers.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
100%
99%
100% D
97%
98%
Strongly agree
77% B
67%
74% DE
61%
59%
Somewhat agree
23%
31% A
26%
36% C
39% C
DISAGREE (NET)
*
1%
*
3% C
2%
Somewhat disagree
*
1%
*
3% C
1%
Strongly disagree
-
*
-
-
1%
5. The challenges of implementation outweigh the benefits.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
32%
34%
32%
37%
35%
Strongly agree
12%
7%
7%
10%
6%
Somewhat agree
20%
26%
25%
27%
29%
DISAGREE (NET)
68%
66%
68%
63%
65%
Somewhat disagree
39%
39%
37%
39%
42%
Strongly disagree
29%
27%
31%
24%
23%
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6. It helps student collaborate with each other.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
90%
87%
85%
87%
91%
Strongly agree
35%
31%
29%
33%
34%
Somewhat agree
56%
56%
56%
54%
57%
DISAGREE (NET)
10%
13%
15%
13%
9%
Somewhat disagree
8%
12%
14%
12%
9%
Strongly disagree
1%
1%
*
*
1%
7. It places too many demands on teachers’ time.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
22%
40% A
38%
45%
41%
Strongly agree
3%
5%
3%
7%
7%
Somewhat agree
18%
35% A
34%
39%
34%
DISAGREE (NET)
78% B
60%
62%
55%
59%
Somewhat disagree
56% B
41%
41%
38%
42%
Strongly disagree
22%
19%
21%
16%
17%
8. It enables personalized learning for individual students.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
AGREE (NET)
96%
95%
97% E
94%
93%
Strongly agree
53% B
44%
49% E
40%
37%
Somewhat agree
42%
52% A
49%
54%
56%
DISAGREE (NET)
4%
5%
3%
6%
7% C
Somewhat disagree
4%
4%
1%
6% C
7% C
Strongly disagree
-
1%
1%
-
*
© 2013 COMMON SENSE MEDIA
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Current and Future Use of Technology and Digital Media BASE: TEACHERS 13. During this school year (2012-2013), have you or your students used the following types of technology for learning or instruction in your classroom? 1. Desktop computer(s)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Used primarily by students
14%
15%
13%
12%
Used primarily by me or another teacher
18%
12%
24% C
26% C
Used by both students and teachers
52%
59% DE
47%
44%
Not used in my classroom for learning
16%
14%
16%
17%
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Used primarily by students
11%
6%
14% C
17% C
Used primarily by me or another teacher
19%
21%
19%
15%
Used by both students and teachers
40%
38%
40%
43%
Not used in my classroom for learning
31%
36% E
27%
24%
Middle School Teachers (D)
High School Teachers (E)
2. Laptop computer(s)
3. Tablet computer(s) (e.g., Android tablet, iPad, etc.)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Used primarily by students
10%
6%
9%
20% CD
Used primarily by me or another teacher
15%
14%
16%
15%
Used by both students and teachers
24%
32% DE
22% E
12%
Not used in my classroom for learning
51%
49%
53%
53%
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4. Smart Board, interactive whiteboard, or similar
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Used primarily by students
1%
1%
1%
-
Used primarily by me or another teacher
19%
12%
22% C
29% C
Used by both students and teachers
45%
55% DE
38%
31%
Not used in my classroom for learning
36%
32%
39%
41%
Middle School Teachers (D)
High School Teachers (E)
5. Smartphone (e.g., iPhone, Android phone, Windows phone)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Used primarily by students
12%
1%
8% C
33% CD
Used primarily by me or another teacher
14%
22% DE
7%
6%
Used by both students and teachers
14%
6%
19% C
25% C
Not used in my classroom for learning
60%
71% E
66% E
36%
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Used primarily by students
14%
9%
20% C
18% C
Used primarily by me or another teacher
6%
7%
5%
5%
Used by both students and teachers
8%
9%
10%
6%
Not used in my classroom for learning
72%
75% D
64%
71%
6. E-readers (e.g., Kindle, Nook)
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7. Game consoles or handhelds (e.g., Wii, LeapPad, Xbox, DS, etc.)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Used primarily by students
3%
3%
5%
3%
Used primarily by me or another teacher
*
*
1%
-
Used by both students and teachers
5%
6%
3%
2%
Not used in my classroom for learning
92%
91%
92%
95%
BASE: TEACHERS WHOSE STUDENTS OR BOTH STUDENTS & TEACHERS USE DESKTOPS/LAPTOPS/ TABLETS OR ALL ADMINS 14. Which of the following best describes how computers are provided to students for use in your own classroom/school/district? Please select only one answer.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
652
227
211
214
Students share a set of in-class computers or tablets
29%
42% A
48% D
32%
38%
Computers or tablets available in a central computer lab
50%
41%
44%
43%
35%
‘’Bring Your Own Device’’ (BYOD) school (i.e. students supply their own computer)
7%
6%
2%
8% C
12% C
1-to-1 laptop program (i.e. school provides a laptop for each student)
5%
6%
3%
7%
10% C
1-to-1 tablet program (i.e. school provides a tablet computer for each student)
3%
1%
1%
2%
1%
None of these
6%
4%
2%
8% C
4%
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BASE: TEACHERS 15. The next few questions are about educational technologies. By educational technologies, we mean digitally-delivered products designed to help students or teachers. They could include student tools (like websites, apps, or games), teacher tools (like ClassDojo, or Lesson Planet) or digital curricula (like DreamBox Learning, or Lexia Learning). During this school year (2012-2013), how often do you or your students use each of the following types of educational technologies in your classroom? 1. Subject-specific content tools for students (such as MathBoard, Shakespeare in Bits, SkyMap, iCivics)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Never
51%
52%
50%
49%
A few times a year
16%
14%
20%
18%
A few times a month
15%
12%
15%
19%
1-2 times a week
10%
13% DE
6%
6%
3-4 times a week
5%
6%
6%
4%
Every day
3%
4%
2%
4%
2. Information or reference tools for students (such as Desmos Graphing Calculator, Grammar Bytes!, Dictionary.com, Google Earth)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Never
26%
28%
26%
20%
A few times a year
22%
19%
24%
28% C
A few times a month
21%
20%
21%
23%
1-2 times a week
17%
19%
17%
15%
3-4 times a week
7%
8%
8%
6%
Every day
6%
6%
5%
7%
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3. Productivity tools for students (such as Evernote, StoryBuilder)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Never
61%
55%
66% C
69%C
A few times a year
20%
21%
16%
21%
A few times a month
10%
13% E
9%
5%
1-2 times a week
4%
5%
2%
3%
3-4 times a week
3%
4%
3%
1%
Every day
1%
2%
2%
1%
Middle School Teachers (D)
High School Teachers (E)
4. Creation tools for students (such as Animoto, Prezi)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Never
54%
59% E
54%
45%
A few times a year
26%
20%
25%
39% CD
A few times a month
13%
14%
11%
12%
1-2 times a week
4%
4%
7%
3%
3-4 times a week
2%
2%
2%
*
Every day
1%
1%
1%
1%
Middle School Teachers (D)
High School Teachers (E)
5. Teacher tools (such as, Lesson Planet, ClassDojo, Socrative)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Never
41%
38%
37%
47%
A few times a year
18%
14%
21%
22%
A few times a month
17%
18%
19%
14%
1-2 times a week
9%
11%
9%
8%
3-4 times a week
9%
10%
10%
6%
Every day
6%
9%
5%
3%
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6. Digital curricula (such as DreamBox Learning, Lexia Learning)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Never
71%
67%
74%
76%
A few times a year
8%
6%
8%
10%
A few times a month
7%
8%
8%
7%
1-2 times a week
5%
8% E
4%
2%
3-4 times a week
5%
7%
2%
3%
Every day
4%
5%
5%
3%
BASE: TEACHERS THAT HAVE USED A DIGITAL LEARNING PRODUCT 16. You indicated that you or your students use the following educational technologies in your classroom. Is each of the following used in your classroom primarily by students, primarily by you or another teacher, or by both students and teachers in your classroom? 1. Subject-specific content tools for students (such as MathBoard, Shakespeare in Bits, SkyMap, iCivics)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
390
125
128
137
Primarily by students
33%
35%
24%
34%
Primarily by me or another teacher
24%
20%
28%
29%
Both students and teachers
43%
45%
48%
36%
2. Information or reference tools for students (such as Desmos Graphing Calculator, Grammar Bytes!, Dictionary.com, Google Earth)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
574
180
186
208
Primarily by students
21%
11%
20%
38% CD
Primarily by me or another teacher
15%
20% E
11%
7%
Both students and teachers
64%
69% E
69% E
55%
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3. Productivity tools for students (such as Evernote, StoryBuilder)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
286
108
94
84
Primarily by students
36%
33%
37%
45%
Primarily by me or another teacher
14%
13%
12%
17%
Both students and teachers
50%
54%
51%
38%
Middle School Teachers (D)
High School Teachers (E)
4. Creation tools for students (such as Animoto, Prezi)
Total – Teachers
Elementary School Teachers (C)
Base:
342
98
114
130
Primarily by students
35%
25%
38%
47% C
Primarily by me or another teacher
23%
29% E
23%
15%
Both students and teachers
42%
46%
39%
37%
Middle School Teachers (D)
High School Teachers (E)
5. Teacher tools (such as, Lesson Planet, ClassDojo, Socrative)
Total – Teachers
Elementary School Teachers (C)
Base:
443
149
154
140
Primarily by students
1%
1%
*
4%
Primarily by me or another teacher
85%
84%
88%
85%
Both students and teachers
14%
16%
12%
12%
Middle School Teachers (D)
High School Teachers (E)
6. Digital curricula (such as DreamBox Learning, Lexia Learning)
Total – Teachers
Elementary School Teachers (C)
Base:
222
89
69
64
Primarily by students
32%
35%
26%
29%
Primarily by me or another teacher
32%
28%
33%
41%
Both students and teachers
36%
37%
41%
30%
30
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BASE: ALL TEACHERS 17. Thinking about next school year (2013-2014), how often do you think you or your students will use each of the following types of educational technologies? 1. Subject-specific content tools for students (such as MathBoard, Shakespeare in Bits, SkyMap, iCivics)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Do not plan to use
35%
35%
33%
36%
Will use, but less often than this year
2%
1%
1%
2%
Will use about the same as this year
26%
25%
28%
26%
Will use more often than this year
38%
39%
38%
36%
2. Information or reference tools for students (such as Desmos Graphing Calculator, Grammar Bytes!, Dictionary.com, Google Earth)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Do not plan to use
20%
22%
19%
17%
Will use, but less often than this year
2%
2%
2%
2%
Will use about the same as this year
46%
46%
39%
51% D
Will use more often than this year
32%
31%
41%
30%
Middle School Teachers (D)
High School Teachers (E)
3. Productivity tools for students (such as Evernote, StoryBuilder)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Do not plan to use
44%
39%
45%
53% C
Will use, but less often than this year
3%
2%
2%
4%
Will use about the same as this year
18%
22%
14%
14%
Will use more often than this year
35%
37%
39%
29%
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4. Creation tools for students (such as Animoto, Prezi)
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Do not plan to use
41%
44%
37%
38%
Will use, but less often than this year
3%
3%
4%
2%
Will use about the same as this year
21%
18%
18%
28% CD
Will use more often than this year
35%
35%
41%
32%
Middle School Teachers (D)
High School Teachers (E)
5. Teacher tools (such as, Lesson Planet, ClassDojo, Socrative)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Do not plan to use
30%
25%
30%
39% C
Will use, but less often than this year
3%
3%
5%
2%
Will use about the same as this year
32%
37% E
28%
25%
Will use more often than this year
36%
36%
38%
34%
Middle School Teachers (D)
High School Teachers (E)
6. Digital curricula (such as DreamBox Learning, Lexia Learning)
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
Do not plan to use
53%
50%
52%
59%
Will use, but less often than this year
1%
1%
2%
2%
Will use about the same as this year
14%
17%
14%
11%
Will use more often than this year
31%
32%
33%
29%
32
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BASE: ADMINISTRATORS 18. The next few questions are about educational technologies. By educational technologies, we mean digitally-delivered products designed to help students or teachers. They could include student tools (like websites, apps, or games), teacher tools (like ClassDojo, or Lesson Planet) or digital curricula (like DreamBox Learning, or Lexia Learning). About how many classroom teachers in your school/district use each of the following types of educational technologies? 1. Subject-specific content tools for students (such as MathBoard, Shakespeare in Bits, SkyMap, iCivics)
Total – Administrators (A)
Base:
205
None
14%
1%-25% of classroom teachers
32%
26%-50% of classroom teachers
22%
51%-75% of classroom teachers
18%
76%-99% of classroom teachers
12%
100% of classroom teachers
2%
2. Information or reference tools for students (such as Desmos Graphing Calculator, Grammar Bytes!, Dictionary.com, Google Earth)
Total – Administrators (A)
Base:
205
None
5%
1%-25% of classroom teachers
21%
26%-50% of classroom teachers
25%
51%-75% of classroom teachers
25%
76%-99% of classroom teachers
19%
100% of classroom teachers
6%
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3. Productivity tools for students (such as Evernote, StoryBuilder)
Total – Administrators (A)
Base:
205
None
16%
1%-25% of classroom teachers
38%
26%-50% of classroom teachers
20%
51%-75% of classroom teachers
14%
76%-99% of classroom teachers
9%
100% of classroom teachers
3%
4. Creation tools for students (such as Animoto, Prezi)
Total – Administrators (A)
Base:
205
None
15%
1%-25% of classroom teachers
31%
26%-50% of classroom teachers
24%
51%-75% of classroom teachers
20%
76%-99% of classroom teachers
9%
100% of classroom teachers
1%
5. Teacher tools (such as Lesson Planet, ClassDojo, Socrative)
Total – Administrators (A)
Base:
205
34
None
9%
1%-25% of classroom teachers
30%
26%-50% of classroom teachers
25%
51%-75% of classroom teachers
18%
76%-99% of classroom teachers
12%
100% of classroom teachers
6%
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6. Digital curricula (such as DreamBox Learning, Lexia Learning)
Total – Administrators (A)
Base:
205
None
25%
1%-25% of classroom teachers
35%
26%-50% of classroom teachers
20%
51%-75% of classroom teachers
8%
76%-99% of classroom teachers
7%
100% of classroom teachers
4%
Digital Media Product Selection and Decision-Making Process BASE: TEACHER OR ADMINISTRATOR 19. What are the biggest challenges to integrating educational technologies in schools? Please select up to 3 responses.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Lack of funds / budget limitations
75% B
66%
71% DE
60%
59%
Insufficient technology infrastructure in the classroom (connectivity, hardware)
45%
53%
54%
55%
48%
Lack of time to implement
38%
45%
48%
41%
42%
Lack of training for teachers on how to use and implement these products
1%
43% A
40%
41%
51%
Lack of student access to technology outside of school
28%
27%
25%
34%
27%
Difficulty determining which products are of high quality
18%
19%
18%
18%
20%
Not enough information about the products’ alignment with standards
15%
13%
13%
11%
14%
Difficulty getting required approvals to implement educational technologies
8%
10%
10%
11%
10%
Lack of trained, appropriate staff
45% B
*
*
*
-
Other
*
1%
1%
1%
1%
© 2013 COMMON SENSE MEDIA
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BASE: TEACHER OR ADMINISTRATOR 20. Next, we’d like to ask you a few more questions about finding educational technologies for classroom use. How difficult is it to find out about high classroom management?
36
quality educational technologies for instruction, student learning, or
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
TOP 2 BOX (NET)
13%
23% A
22%
24%
24%
Very difficult
2%
5%
5%
5%
7%
Difficult
11%
17%
17%
19%
17%
BOTTOM 2 BOX (NET)
87% B
77%
78%
76%
76%
Somewhat difficult
52%
54%
52%
56%
55%
Not difficult
35% B
24%
26%
20%
22%
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BASE: TEACHER OR ADMINISTRATOR 21. How do you find out about educational technologies for instruction, student learning, or classroom management? Please select all that apply.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Teachers, librarians, or tech coordinators/media specialists
81%
81%
82%
86% E
74%
School or district administrators
55%
53%
56%
48%
51%
Education events (e.g. trade shows, conferences, seminars)
73% B
45%
46%
45%
42%
Online education publications
54% B
35%
34%
38%
36%
Online communities or social networking sites (e.g. Facebook, Twitter, etc.)
34%
33%
37%
31%
27%
App store or marketplace descriptions and reviews
34%
29%
34% E
24%
23%
Information from the publisher of the product (e.g., product/ publisher website)
55% B
29%
25%
30%
32%
Students
23%
27%
24%
27%
34% C
Print education publications
47% B
25%
25%
31%E
21%
Parents of students
13%
13%
19% DE
10%
5%
Search engines (e.g. Google, Yahoo!, Bing, etc.)
40%
47%
49%
47%
42%
Other
*
*
-
-
*
None, I don’t find out about educational technologies
1%
1%
1%
2%
1%
© 2013 COMMON SENSE MEDIA
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BASE: TEACHER 22. Approximately how much time do you spend looking for or researching educational technologies?
Total – Teachers
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
764
254
252
258
Less than one hour a month
32%
27%
38%
35%
1-3 hours a month
37%
38%
34%
36%
1 hour a week
16%
16%
13%
16%
2-4 hours a week
14%
16%
13%
9%
5 or more hours a week
2%
1%
1%
4%
BASE: TEACHER OR ADMINISTRATOR 23. What are the most important characteristics in selecting educational technologies for classroom use? Please select up to 3 responses.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Has learning potential for students
57%
56%
57%
55%
56%
Is a free resource/ no cost
25%
45% A
44%
47%
46%
Is fun and engaging for students
30%
44% A
47%
43%
38%
Aligns to academic standards
65% B
41%
46% E
43% E
30%
Helps teachers teach
33%
32%
32%
26%
36%D
Overall high quality
37%
29%
25%
31%
34%
Recommended by teachers
9%
15%
13%
15%
18%
Offers a teacher dashboard or other assessment capability
10%
10%
10%
9%
9%
Approved by department head, district and/or school administrator
6%
9%
10%
12% E
6%
Available from a trusted site
10%
9%
8%
10%
10%
Rigorously rated by experts
12% B
4%
4%
5%
3%
Other
1%
*
*
-
1%
38
T E AC H IN G W I T H T EC H N O LO GY: A G R A PH I T E W H I T E PA PER
© 2013 COMMON SENSE MEDIA
BASE: TEACHERS AND ADMINISTRATORS 24. Next we’d like to ask you a few questions about the purchasing process in your classroom/school/district] for lower cost educational technologies, that is digitally-delivered products designed to help students or teachers such as apps, computer games, websites, digital planning tools or digitally delivered curricula that cost under $100. Who is involved in the decision to purchase educational technologies that cost under classroom/school/district]? Please select all that apply.
$100 for use in your
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Me
57%
55%
50%
55%
63% C
Technology coordinator(s) or media specialists, or librarians in my school/district
62% B
53%
55%
57%
46%
Other teachers at my school
-
26%
23%
29%
29%
Parents of students
2%
2%
2%
2%
2%
Students
3%
1%
1%
1%
2%
Teachers in my school/district
52%
-
-
-
-
Other school staff (e.g., principals)
60%
54%
55%
52%
53%
Other district-level staff
40%
36%
34%
39%
37%
Other
*
*
-
*
-
BASE: TEACHERS AND USED A DIGITAL LEARNING PRODUCT 25. What was/were the source(s) of the funding for the educational technologies costing under $100 that you or your students used in your classroom this year? Please select all that apply.
Total – Teachers
Elementary School Teachers (C)
Base:
659
220
211
228
Purchased by my school or district
68%
71%
66%
62%
My own money
40%
39%
43%
39%
One or more products used were free
40%
41%
39%
40%
Through a grant, gift, or donation
24%
26%
18%
23%
Parents’ or PTA funds
22%
32% DE
15% E
7%
A discretionary budget that I receive to cover low-cost tools and apps
17%
14%
18%
21%
Other source
3%
3%
3%
2%
© 2013 COMMON SENSE MEDIA
Middle School Teachers (D)
High School Teachers (E)
T E AC H IN G WI T H T EC H N O LO GY: A G R A PH I T E W H I T E PA PER
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BASE: PURCHASED PRODUCTS WITH OWN MONEY 26. How much of your own money have you spent on educational technologies this school year, without being reimbursed? Your best estimate is fine. Enter ‘9998’ for ‘not sure’ and ‘9999’ for ‘decline to answer.’
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
293
103
89
101
254.5
247.3
220.6
288.8
MEAN $ AMOUNT
School/District and Personal Demographics BASE: IN EDUCATION AND IN PUBLIC SCHOOL 27. Next, we would like to ask you some questions about your school and district. Is your school/district located … ?
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
In an urban or city area
28% B
19%
19%
23%
16%
In a suburban area next to a city
36%
45% A
45%
47%
45%
In a small town or rural area
37%
36%
36%
30%
40%
BASE: TEACHERS AND ADMINISTRATORS 28. What percentage of students in your school/ district are eligible for free or reduced lunch? Your best estimate is fine. Enter ‘998’ for ‘not sure’ and ‘999’ for ‘decline to answer.’
40
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
MEAN
56.9 B
42.7
45.8 E
42.5
37.0
T E AC H IN G W I T H T EC H N O LO GY: A G R A PH I T E W H I T E PA PER
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BASE: TEACHERS AND ADMINISTRATORS 29. What percentage of students in your school/district come from racial or ethnic minority families? Your best estimate is fine. Enter ‘998’ for ‘not sure’ and ‘999’ for ‘decline to answer.’
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
MEAN
45.8 B
35.7
38.1
35.9
31.5
BASE: ALL QUALIFIED RESPONDENTS 30. What percentage of students in your school/district are identified as English Language Learners (ELL)? Your best estimate is fine. Enter ‘998’ for ‘not sure’ and ‘999’ for ‘decline to answer.’
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
MEAN
20.8 B
16.1
20.1 DE
11.6
11.8
BASE: TEACHERS AND SCHOOL ADMINISTRATORS 31. In total, how many students attend your school? Your best estimate is fine. Enter ‘9998’ for ‘not sure’ and ‘9999’ for ‘decline to answer.’
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
139
764
254
252
258
MEAN
967.8
834.8
578.0
863.4 C
1278.9 CD
© 2013 COMMON SENSE MEDIA
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BASE: EDUCATOR AND IN PUBLIC SCHOOL 32. In total, how many students are in your school district? Your best estimate is fine.
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
Less than 600 students
6%
8%
10%
4%
9%
600 students to less than 5000 students
30%
38%
40%
33%
39%
5000 to less than 10,000 students
15%
16%
14%
21%
17%
10,000 to less than 25,000 students
17%
16%
17%
17%
13%
25,000 or more students
33% B
21%
20%
24%
22%
BASE: HAS QUALIFYING JOB AND IN PUBLIC SCHOOL 33. How many years have you been a teacher/a principal/an administrator]? If less than 6 months, please enter ‘0.’ If more than 6 months but less than a year, please enter ‘1.’ Enter ‘98’ for ‘not sure’ and ‘99’ for ‘decline to answer.’
42
Total – Administrators (A)
Total – Teachers (B)
Elementary School Teachers (C)
Middle School Teachers (D)
High School Teachers (E)
Base:
205
764
254
252
258
MEAN
8.0
15.9 A
16.9
14.6
14.8
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© 2013 COMMON SENSE MEDIA
BASE: QUALIFIED TEACHERS 34. What subject(s) do you teach? Please select all that apply.
Total – Teachers
Elementary School Teachers (C)
Base:
764
254
252
258
General Classroom
32%
57% DE
6%
3%
Art
6%
9% DE
1%
3%
Computers
10%
14% DE
6%
6%
Foreign Language
3%
1%
5% C
5% C
Gym/Physical Education
5%
8% E
3%
1%
Language Arts/Reading
33%
40% E
32% E
20%
Math
32%
37% E
38% E
20%
Music
8%
12% DE
5%
4%
Science
26%
31% DE
18%
21%
Social Studies/History
26%
31% E
22%
20%
Special Education
15%
16%
18% E
10%
Other
1%
1%
1%
2% CD
© 2013 COMMON SENSE MEDIA
Middle School Teachers (D)
High School Teachers (E)
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Teaching with Technology: The Promise and Reality of the U.S. Digital Classroom A graphite White Paper from Common Sense Media
Graphite, a free service from Common Sense Media, helps teachers find and share the best apps, games, and websites rated for learning. Join us at www.graphite.org
OUR OFFICES
44
SAN FRANCISCO
650 Townsend Street, Suite 435, San Francisco, CA 94103
(415) 863-0600
NEW YORK
1230 Avenue of the Americas, 3rd Floor, New York, NY 10020
(212) 315 - 2675
WASHINGTON, D.C.
1710 Rhode Island Avenue, NW, Suite 900, Washington, D.C. 20036
(202) 861- 2221
LOS ANGELES
1100 Glendon Avenue, 17th Floor, Los Angeles, CA 90024
(310) 689-7535
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