ict in schools census 2013: post-primary (teacher questionnaire) · 2013. 5. 14. · page 1 ict in...

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)

Thank you for your interest in this ICT in schools census. This questionnaire for teachers is designed to gather information on the use of ICT in teaching and learning from a teacher perspective. We are requesting that it be completed online by the closing date of Friday 3rd May. The school name and roll number are required to be entered as they are needed for overall analysis such as identifying ICT usage patterns across different types of schools. Apart from this information, all responses are anonymous, and will be treated in the strictest confidence. No individual or school will be identified in the final report. Aggregated census results will be presented in the final report, which will be available to all schools and teachers. School specific data gathered in this questionnaire will be used only for the purposes for which it has been collected (i.e., in accordance with the Data Protection Acts). For example, the data collected will not be made available to or be used in relation to school inspections. Instructions and Guidelines: The questionnaire should take approximately 2030 minutes to complete. Most questions are multiple choice and can be answered by selecting an appropriate button. Additional comments may also be added. The questionnaire must be completed in 'ONE ONLINE SESSION', otherwise information entered could be lost, and may have to be reentered. To reduce the risk of this happening we suggest that you review the PDF version of the questionnaire before starting to complete it online. Before you move onto a new page, please remember to review your responses in case any questions have been skipped. When you have completed the questionnaire online, and want to submit your final questionnaire responses, please press the 'SUBMIT YOUR RESPONSES' button on the last page of the questionnaire. Important Note: The purpose of this 'PDF' or printed version of the questionnaire is only to assist you in completing the online questionnaire. PDF or printed versions of the questionnaire should not be returned instead of completing the questionnaire online. If you have any queries, please contact PDST Technology in Education (formerly NCTE) by email at [email protected] or by phone at 017008200. Thank You Please answer the following questions:

1. School Details: Though we require the school details to be entered below, your response will be both anonymous and confidential.

You have been randomly selected by your school principal to complete the questionnaire in relation to either 'second year' OR 'fifth year' (but not for both).

1. Introduction to Questionnaire for Teachers (Post Primary)

School Name

School Roll Number

2. 'Target Year Level' details

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)2. Target Year Level: Please tick the box associated with the 'target year' for which you will be completing the questionnaire. (Please note that even though you may teach at both second and fifth year levels, you can only choose one option.) Check with the school principal if you are not sure which option to select.

3. Teacher Details: Year of Graduation, Age range, Gender

4. If applicable, select your main subject at second year from the dropdown list. In addition where applicable select the other subjects you teach to second year students.

5. If applicable, select your main subject at fifth year from the dropdown list. In addition where applicable select the other subjects you teach to fifth year students.

Remember to answer all questions in relation to classes in your main subject, at the target year level.

My target year level is second year My target year level is fifth year

What level/year do you teach, and are completing the questionnaire in relation to?

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Year of Graduation with Primary Degree

Age range Gender

Indicate your own year of graduation, age range and gender

6 6 6

Main Subject Other subject 1 Other subject 2 Other subject 3

Indicate your subjects 6 6 6 6

Main Subject Other subject 1 Other subject 2 Other subject 3

Indicate your subjects 6 6 6 6

3. Teacher Beliefs and Practices

Other subjects (If applicable please specify 'main' and 'other subjects' here)

Other subjects (If applicable please specify 'main' and 'other subjects' here)

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)6. General beliefs relating to teaching and learning: Please indicate how much you disagree or agree with each of the following statements regarding your personal beliefs on teaching and learning.

Strongly disagree

Disagree AgreeStrongly agree

Effective/good teachers demonstrate the correct way to solve a problem nmlkj nmlkj nmlkj nmlkj

My role as a teacher is to facilitate students’ own inquiry nmlkj nmlkj nmlkj nmlkj

Students learn best by finding solutions to problems on their own nmlkj nmlkj nmlkj nmlkj

Instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly

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How much students learn depends on how much background knowledge they have – that is why teaching facts is so necessary


Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved


A quiet classroom is generally needed for effective learning nmlkj nmlkj nmlkj nmlkj

Thinking and reasoning processes are more important than specific curriculum content


ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)7. In general, to what extent do the following aspects of teaching and learning (with or without ICT) feature when teaching your main subject classes, at the target year level?

Never or hardly ever

In about onequarter of lessons

In about onehalf of lessons

In about threequarters of lessons

In almost every lesson

At the beginning of the lesson I present a short summary of the previous lesson

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I ask my students to suggest or to help plan classroom activities or topics


Students make a product that will be used by someone else nmlkj nmlkj nmlkj nmlkj nmlkj

I review with the students the homework they have prepared nmlkj nmlkj nmlkj nmlkj nmlkj

I ask my students to write an essay in which they are expected to explain their thinking or reasoning at some length


I check, by asking questions, whether or not the students have understood the subject matter


Students work in small groups to come up with a joint solution to a problem or task


I explicitly state learning goals/outcomes nmlkj nmlkj nmlkj nmlkj nmlkj

I give different work to the students that have difficulties learning and/or to those who can advance faster


Students work on projects that require at least one week to complete nmlkj nmlkj nmlkj nmlkj nmlkj

Students work in groups based on their abilities nmlkj nmlkj nmlkj nmlkj nmlkj

Students hold a debate and argue for a particular point of view which may not be their own


Students give feedback on other students’ work nmlkj nmlkj nmlkj nmlkj nmlkj

Students use teacher feedback to revise their own work before receiving a final grade


Students choose how they will accomplish a task or how they will demonstrate what they have learned


I adjust the pace of instruction to respond to the students’ levels of understanding


I adjust assignments for individual students based on their knowledge, skills or learning needs


I select topics, activities, or examples that are relevant to students’ lives outside of school


Students work with members of the community or peers from outside the school on a class project


I check my students' exercise/copy books nmlkj nmlkj nmlkj nmlkj nmlkj

4. Access to ICT

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)8. Access to ICT: To what extent do you as a teacher and your students in your main subject area classes, at your target year level, have access to ICT? (If you do not teach any students with SEN in your main subject area at your target year level, please select 'Not Applicable' for the last two parts of this question.)

Never Sometimes Frequently Usually/AlwaysNot

applicable

I have access to a teaching computing device (i.e., during my classes) nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to a digital projector nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to an interactive whiteboard (IWB) nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to a visualiser nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to a digital camera nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to a video camera nmlkj nmlkj nmlkj nmlkj nmlkj

I have access to online resources nmlkj nmlkj nmlkj nmlkj nmlkj

Each student has access to a dedicated computing device nmlkj nmlkj nmlkj nmlkj nmlkj

Students have access to a shared computing device nmlkj nmlkj nmlkj nmlkj nmlkj

Students may use their own devices (e.g., tablets, smartphones, cameras) to support their learning


Students have access to online resources on their mobile computing devices


In a computer room setting, students have access to a dedicated computing device


My students with special educational needs have access to dedicated computing devices to meet their learning needs


My students with special educational needs have access to software and/or applications to meet their learning needs


ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)9. Obstacles/Challenges: The following statements outline potential obstacles/challenges that may hinder the effective use of ICT to support your teaching and learning in the school. Choose the six most significant that you face (where 'One' is the most significant, 'Two' the second most significant etc; Only six of the listed items may be rated).

Remember to answer all questions in relation to classes in your main subject at the target year level.

One Two Three Four Five Six

My own low level of ICT skills nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own low level of confidence regarding the use of ICT nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own low level of knowledge of how to use ICT effectively in teaching and learning nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own insufficient awareness of suitable ICTrelated CPD opportunities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own insufficient access to suitable ICTrelated CPD opportunities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own insufficient awareness of suitable digital content nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own insufficient access to suitable digital content nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My own insufficient access to ICT nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Insufficient access to ICT for students nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Insufficient access to high quality broadband nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Age of computing devices nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Insufficient levels of technical support nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Insufficient time for planning and preparation nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Insufficient levels of pedagogical support nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Blocked access to relevant websites nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Difficulties accessing computer room nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Pressures relating to State examinations nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Timetabling arrangements nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

5. Using ICT to support teaching and learning:

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)10. How often do you use ICT to support teaching and learning in your main subject area classes, at the target year level?

11. How often is ICT used to support teaching and learning in your main subject area?

Never Sometimes Frequently Usually/Always

Present information or give class instruction to students nmlkj nmlkj nmlkj nmlkj

Conduct classroom demonstrations (e.g., computerbased simulations, virtual labs) nmlkj nmlkj nmlkj nmlkj

Use curriculumrelevant online resources for lesson preparation (e.g., websites, blogs and wikis)


Use applications such as word processing and presentation software to prepare resources for class


Create multimedia resources, incorporating sound, video, images or other digital media for use in class


Use curriculum relevant online resources to support teaching and learning (e.g., websites, blogs and wikis)


Communicate with students (e.g., email) nmlkj nmlkj nmlkj nmlkj

Collaborate with experts, teachers in other locations, or other community members to enrich student learning


Publish students’ work online nmlkj nmlkj nmlkj nmlkj

Support the development of higher order thinking in students nmlkj nmlkj nmlkj nmlkj

Post teaching or learning resources on the Internet (e.g., on a blog or wiki) for other teachers or students


Use social networks in teaching and learning nmlkj nmlkj nmlkj nmlkj

Record student work for assessment purposes (e.g., digital camera, digital video) nmlkj nmlkj nmlkj nmlkj

Support assessment of learning (summative assessment) nmlkj nmlkj nmlkj nmlkj

Support assessment for learning (formative assessment) nmlkj nmlkj nmlkj nmlkj

Support studenttostudent peer assessment nmlkj nmlkj nmlkj nmlkj

Support collaboration between students for learning (e.g., live chat, online forums, school VLE)


Support students to reflect on their own learning nmlkj nmlkj nmlkj nmlkj

Support a range of student learning styles nmlkj nmlkj nmlkj nmlkj

Provide differentiated learning or ownpace learning to support the development of literacy


Provide differentiated learning or own pace learning to support the development of numeracy


Support the learning of students with special educational needs nmlkj nmlkj nmlkj nmlkj

Communicate with parents (e.g., email) nmlkj nmlkj nmlkj nmlkj


By me, in preparing for my classes nmlkj nmlkj nmlkj nmlkj

By me, during class time nmlkj nmlkj nmlkj nmlkj

By my students, during class time nmlkj nmlkj nmlkj nmlkj

By my students, for homework or study (as directed by me) nmlkj nmlkj nmlkj nmlkj

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)12. Student use of ICT: How often do your students use ICT in your main subject area /classes, at the target year level, in the following ways?

13. ICT and Assessment: How often do you implement the following assessment approaches using ICT? (Please consider your main subject at the target level when answering this question.)


Reinforce and practice routine skills and procedures nmlkj nmlkj nmlkj nmlkj

Submit homework nmlkj nmlkj nmlkj nmlkj

Use ebooks nmlkj nmlkj nmlkj nmlkj

Find information on the Internet (teacher directed) nmlkj nmlkj nmlkj nmlkj

Carry out research on the Internet (student led) nmlkj nmlkj nmlkj nmlkj

Publish and present work online nmlkj nmlkj nmlkj nmlkj

Work with spreadsheets and databases nmlkj nmlkj nmlkj nmlkj

Use datalogging tools (e.g., for weather/environment) nmlkj nmlkj nmlkj nmlkj

Analyse data or information nmlkj nmlkj nmlkj nmlkj

Create presentations using a range of media (e.g., podcast, video) nmlkj nmlkj nmlkj nmlkj

Use simulations or animations to explore a system or abstract concept nmlkj nmlkj nmlkj nmlkj

Create simulations or animations of a system or abstract concept nmlkj nmlkj nmlkj nmlkj

Use social networks for school related learning activities nmlkj nmlkj nmlkj nmlkj

Collaborate with peers from class through email, videoconferencing, or online forums


Work with students or adults from outside class (e.g., students from other schools or adult mentors)


Give feedback to peers or assess other students work nmlkj nmlkj nmlkj nmlkj


My students gather evidence of learning using an ePortfolio approach nmlkj nmlkj nmlkj nmlkj

My students submit their work as an ePortfolio nmlkj nmlkj nmlkj nmlkj

My students use a range of ICT tools to gather evidence of learning nmlkj nmlkj nmlkj nmlkj

I use a variety of digital tools to assess students' work nmlkj nmlkj nmlkj nmlkj

I use digital tools to provide feedback to students on their learning nmlkj nmlkj nmlkj nmlkj

My students take a test digitally, without feedback on their performance nmlkj nmlkj nmlkj nmlkj

My students take a test digitally, with feedback on their performance nmlkj nmlkj nmlkj nmlkj

My students submit essays, reports or projects in digital format nmlkj nmlkj nmlkj nmlkj

My students’ marks are recorded in an digital grade book or spreadsheet nmlkj nmlkj nmlkj nmlkj

My students’ performance is analysed digitally (e.g., the distribution of performance of the class, or areas of strength and weakness in a particular area) and my class/lesson planning is based on this


6. Using ICT to support teaching and learning:

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)14. Reflecting on the past two years, to what extent has the use of ICT affected teaching and learning in your main subject classes at your target year level? (If you have not taught students with SEN over the past two years, please select 'No change' for the eighth statement in this question.)

15. ICT Planning, Sharing and Collaboration: (Answer 'Yes' or 'No' based on your experience in your school.)

16. If you share your experiences and ideas for ICT integration with other teachers in your school, how does the sharing take place?

A large decrease

A decrease No changeA small increase

A large increase

The range of teaching methodologies I use nmlkj nmlkj nmlkj nmlkj nmlkj

The amount of planning and preparation for lessons nmlkj nmlkj nmlkj nmlkj nmlkj

The depth of subject matter knowledge covered nmlkj nmlkj nmlkj nmlkj nmlkj

My ability to address the needs of lowerachieving students nmlkj nmlkj nmlkj nmlkj nmlkj

My ability to address the needs of higherachieving students nmlkj nmlkj nmlkj nmlkj nmlkj

My ability to improve literacy across the curriculum nmlkj nmlkj nmlkj nmlkj nmlkj

My ability to improve numeracy across the curriculum nmlkj nmlkj nmlkj nmlkj nmlkj

My ability to meet the needs of students with special educational needs (SEN)


Students’ levels of interest and engagement nmlkj nmlkj nmlkj nmlkj nmlkj

The depth of questions asked by students nmlkj nmlkj nmlkj nmlkj nmlkj

The relevance of questions asked by students nmlkj nmlkj nmlkj nmlkj nmlkj

The quality of students’ responses to questions I ask. nmlkj nmlkj nmlkj nmlkj nmlkj

The levels of positive interaction among students during classes nmlkj nmlkj nmlkj nmlkj nmlkj

The performance of students on State examinations nmlkj nmlkj nmlkj nmlkj nmlkj

The performance of students on other tests nmlkj nmlkj nmlkj nmlkj nmlkj

The performance of students on homework assignments nmlkj nmlkj nmlkj nmlkj nmlkj

The ability of students to work independently nmlkj nmlkj nmlkj nmlkj nmlkj

The willingness of students to source additional materials nmlkj nmlkj nmlkj nmlkj nmlkj

Yes No

Does the school promote the sharing of good practice in ICT use for teaching and learning among teachers?

nmlkj nmlkj

Do you plan for ICT use in your classes? nmlkj nmlkj

Do you collaborate with other teachers within your subject department taking into account school priorities for ICT integration?

nmlkj nmlkj

Do you share your experiences and ideas for ICT integration, including websites and other online resources, with other teachers in your school?

nmlkj nmlkj

Yes No

Informally during the school day nmlkj nmlkj

More formally, for example in a presentation to other teachers at a staff meeting or an inschool CPD session

nmlkj nmlkj

Formal peer mentoring/coaching nmlkj nmlkj

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)17. Please indicate your current ICTrelated priorities to integrate ICT in your classes.

18. Please indicate who is mainly responsible for the organisation of ICTrelated CPD for you. (Choose only one option.)

Very low priority Low priority High priority Very high priority

Access to ICTrelated CPD nmlkj nmlkj nmlkj nmlkj

Access to curriculum related online digital content/resources nmlkj nmlkj nmlkj nmlkj

Access to a wider range of online tools and applications nmlkj nmlkj nmlkj nmlkj

Access to an online network of teachers in a similar context to my own, to share ideas, resources and for opportunities to collaborate


Access to a dedicated computing device for lesson preparation and for use in class


Access to other suitable ICT equipment in class nmlkj nmlkj nmlkj nmlkj

Access to high quality broadband via the school network nmlkj nmlkj nmlkj nmlkj

Access to high quality broadband via the school wireless network nmlkj nmlkj nmlkj nmlkj

Student access to mobile computing devices nmlkj nmlkj nmlkj nmlkj

Access to ICT equipment, software and applications for students with special educational needs


Access to a virtual learning environment (VLE) nmlkj nmlkj nmlkj nmlkj

Access to ICT to communicate with parents nmlkj nmlkj nmlkj nmlkj

Technical support to ensure that ICT equipment is always working nmlkj nmlkj nmlkj nmlkj

7. Continuing Professional Development (CPD)

A teacher or team of teachers with responsibility for coordinating ICT/eLearning

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The school Principal/Deputy Principal

nmlkj

I organise my own, with or without support from school management

nmlkj

Other

nmlkj

If you select 'Other', please specify additional details here:

55

66

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)19. Indicate your own level of ICTrelated skill/expertise in the following activities:

20. In the last two years, how much CPD related to the use of ICT in teaching and learning have you undertaken? (Choose only one option.)

None Basic Moderate High

Producing a simple document using word processing software nmlkj nmlkj nmlkj nmlkj

Communicating with others via email nmlkj nmlkj nmlkj nmlkj

Using the Internet to find educational resources nmlkj nmlkj nmlkj nmlkj

Downloading images, software and other files from the Internet nmlkj nmlkj nmlkj nmlkj

Uploading images, software and other files to the Internet nmlkj nmlkj nmlkj nmlkj

Downloading and editing of curriculum resources nmlkj nmlkj nmlkj nmlkj

Editing and uploading of curriculum resources nmlkj nmlkj nmlkj nmlkj

Organising computer files into folders and subfolders nmlkj nmlkj nmlkj nmlkj

Creating a basic spreadsheet nmlkj nmlkj nmlkj nmlkj

Creating a basic presentation incorporating images and simple animation nmlkj nmlkj nmlkj nmlkj

Creating a presentation incorporating video or audio nmlkj nmlkj nmlkj nmlkj

Contributing to an online blog or wiki nmlkj nmlkj nmlkj nmlkj

Creating and maintaining a website or blog nmlkj nmlkj nmlkj nmlkj

Participating in an online social network or forum nmlkj nmlkj nmlkj nmlkj

Creating materials to use with interactive whiteboard (IWB) software nmlkj nmlkj nmlkj nmlkj

Using ICT to record, edit and playback audio nmlkj nmlkj nmlkj nmlkj

Using a digital video camera nmlkj nmlkj nmlkj nmlkj

Editing a digital video recording nmlkj nmlkj nmlkj nmlkj

Using a computer programming language nmlkj nmlkj nmlkj nmlkj

Using social networking for educational purposes nmlkj nmlkj nmlkj nmlkj

Using other Web 2.0 tools (e.g., blogs, wikis) nmlkj nmlkj nmlkj nmlkj

Understanding of copyright and fair use issues nmlkj nmlkj nmlkj nmlkj

Understanding of safe and responsible use of the Internet nmlkj nmlkj nmlkj nmlkj

Other (please specify)

None

nmlkj

Three hours or less

nmlkj

Between three and five hours

nmlkj

Between five and twenty hours

nmlkj

More than twenty hours

nmlkj

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)21. Please indicate the content of any ICTrelated CPD that you attended in the last two years. (Yes/No)

22. Please indicate how and when the ICTrelated CPD that you participated in over the last two years was organised. (Yes/No)

Yes No

Basic ICT skills (including word processing, presentation software and Internet use) nmlkj nmlkj

More advanced ICT skills (including blogging, website design, computer programming and other applications) nmlkj nmlkj

Digital media skills (including the use of digital video and audio) nmlkj nmlkj

ICT skills needed to use the school’s ICT equipment (e.g., interactive whiteboards, digital projectors, laptops) nmlkj nmlkj

ICT skills needed to use new ICT/mobile devices (including my own devices and those brought to school by students)

nmlkj nmlkj

How to use ICT as a teaching and learning tool across the curriculum (including its application to specific subject areas)

nmlkj nmlkj

How to use ICT to support the development of key skills (e.g., literacy and/or numeracy) nmlkj nmlkj

How to use ICT to support special educational needs nmlkj nmlkj

How to use ICT to support assessment of learning nmlkj nmlkj

How to use ICT to support assessment for learning nmlkj nmlkj

Planning and implementing eLearning in your school/classes nmlkj nmlkj

8. Continuing Professional Development (CPD)

Yes No

ICTrelated CPD provided in my school during additional/Croke Park hours nmlkj nmlkj

ICTrelated course provided in the school but outside required hours of attendance (i.e. not including additional/Croke Park hours)

nmlkj nmlkj

ICTrelated CPD provided in my school during the school day nmlkj nmlkj

ICTrelated course in an external venue (such as in an education centre) during termtime nmlkj nmlkj

Online course on ICT in teaching and learning during termtime nmlkj nmlkj

A facetoface summer course on ICT in teaching and learning nmlkj nmlkj

An online summer course on ICT in teaching and learning nmlkj nmlkj

Informal CPD on the use of ICT in teaching and learning provided on a peertopeer basis in the school nmlkj nmlkj

Formal mentoring/peer coaching on the use of ICT in teaching and learning nmlkj nmlkj

Selfdirected, informal CPD in ICT (e.g., by utilising materials for selftuition, demonstration videos, online communities, etc.)

nmlkj nmlkj

Formal, accredited third level course (e.g., Postgrad diploma, Masters) nmlkj nmlkj

Observation visits to other schools nmlkj nmlkj

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)23. CPD Content: What are your top three priority areas for ICTrelated CPD content? (Only three can be chosen.)

24. CPD Organisation: Please indicate the suitability of the following school approaches to the organisation of ICTrelated CPD for your needs.

Priority 1 Priority 2 Priority 3

Basic ICT skills (including word processing, presentation software and Internet use) nmlkj nmlkj nmlkj

More advanced ICT skills (including blogging, website design, computer programming and other applications)

nmlkj nmlkj nmlkj

Digital media skills (including the use of digital video and audio) nmlkj nmlkj nmlkj

ICT skills needed to use the school’s ICT equipment (e.g., interactive whiteboards, digital projectors, laptops)

nmlkj nmlkj nmlkj

ICT skills needed to use new ICT/mobile devices (including my own devices and those brought to school by students)

nmlkj nmlkj nmlkj

How to use ICT as a teaching and learning tool across the curriculum (including its application to specific subject areas)

nmlkj nmlkj nmlkj

How to use ICT to support the development of key skills (e.g., literacy and/or numeracy)

nmlkj nmlkj nmlkj

How to use ICT to support assessment of learning nmlkj nmlkj nmlkj

How to use ICT to support assessment for learning nmlkj nmlkj nmlkj

How to use ICT to support special educational needs nmlkj nmlkj nmlkj

The use of ICT to support Department of Education and Skills priorities/requirements (e.g., junior cycle reform, school selfevaluation and school improvement)

nmlkj nmlkj nmlkj

Incorporation of ICT for teaching and learning in ALL CPD provided for teachers (as distinct from ICTspecific CPD)

nmlkj nmlkj nmlkj

Not suitableSomewhat suitable

Suitable Very suitable

Bringing in an external tutor to enable formal CPD to take place in the school (using the school’s own equipment)


Supporting/encouraging my attendance at formal CPD in external venues (such as in the education centres)


Informing me about online CPD that I can engage in independently nmlkj nmlkj nmlkj nmlkj

Enabling access to online CPD that I and my colleagues can engage in as a school group


Upskilling of an ICT coordinating (or other) teacher to enable him/her to provide support to me and my colleagues


Informal CPD on the general pedagogical use of ICT provided on a peertopeer basis (e.g., by members of an eLearning/ICT coordinating team)


Informal CPD on the subject specific pedagogical use of ICT provided on a peertopeer basis (e.g., by members of an eLearning/ICT coordinating team)


Supporting my own selfdirected, informal CPD in ICT (e.g., by utilising materials for selftuition, demonstration videos)


ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)25. CPD Timing: Please indicate the suitability of the following school approaches to the timing of ICTrelated CPD for your needs. This question applies to both online and face to face (formal and informal) CPD options.

Remember to answer all questions in relation to classes in your main subject, at the target year level.

26. Please indicate the level of importance to you, of the following types of digital content, that you use in your classes. (Indicate 'Not applicable' if you don't use the content.)

27. Use of Scoilnet.ie and other websites:

28. Please provide the addresses of the three most useful websites you use for teaching/learning. Use the format www.xxx.yyy – for example, www.education.ie.

Not suitableSomewhat suitable

Suitable Very suitable

During additional/Croke Park hours nmlkj nmlkj nmlkj nmlkj

During the school day (without reducing class contact/tuition time) nmlkj nmlkj nmlkj nmlkj

Outside of school/additional hours (termtime) nmlkj nmlkj nmlkj nmlkj

In summer nmlkj nmlkj nmlkj nmlkj

9. Digital Content

Very low importance

Low importance

High importance

Very high importance

Not applicable

Presentations/teaching materials created by me nmlkj nmlkj nmlkj nmlkj nmlkj

Presentations/teaching materials downloaded from the Internet nmlkj nmlkj nmlkj nmlkj nmlkj

Websites with relevant digital content displayed to the class (e.g., text, video, animation, or interactive games)


Learning materials for the students printed and/or downloaded from the Internet (e.g., worksheets)


Ebooks nmlkj nmlkj nmlkj nmlkj nmlkj

CDROM/DVD nmlkj nmlkj nmlkj nmlkj nmlkj


How often do you use the Scoilnet.ie website to find curriculumrelevant teaching or learning materials?


How often do you use other websites to find curriculumrelevant teaching or learning materials?


Most useful website

Second most useful website

Third most useful website

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)29. Regarding educational resources, please indicate whether you create the following types of resources or not and whether you would like to learn more about any of them.

30. Please indicate whether you share and/or borrow any of the following types of resources with/from other teachers either within or outside of your school.

31. What are your thoughts about sharing educational resources with teachers within or outside of your own school?

32. Open Educational Resources (OER): Please select only one of the following options regarding your views on OER.

I create these, and am happy with what I know

I create these, and would like to learn more

I do not create these, and I'm not interested in

learning more

I do not create these, and would like to learn more

Presentations/documents/spreadsheets nmlkj nmlkj nmlkj nmlkj

Photographs/graphics nmlkj nmlkj nmlkj nmlkj

Animations/video clips nmlkj nmlkj nmlkj nmlkj

Audio Clips/podcasts nmlkj nmlkj nmlkj nmlkj

I currently share I currently borrow I do not share or borrow

Presentations/documents/spreadsheets nmlkj nmlkj nmlkj

Photographs/graphics nmlkj nmlkj nmlkj

Animations/video clips nmlkj nmlkj nmlkj

Audio Clips/podcasts nmlkj nmlkj nmlkj

Strongly disagree

Disagree AgreeStrongly agree

I have never thought about this issue nmlkj nmlkj nmlkj nmlkj

Sharing resources can enhance my reputation as a teacher nmlkj nmlkj nmlkj nmlkj

Sharing resources can enhance the reputation of the school nmlkj nmlkj nmlkj nmlkj

Sharing resources can improve the design of the resource and the planning process involved


I'm reluctant to share resources that I have spent a long time preparing nmlkj nmlkj nmlkj nmlkj

My resources are good quality and I would be happy to share them nmlkj nmlkj nmlkj nmlkj

I am concerned over copyright issues if I share my resources nmlkj nmlkj nmlkj nmlkj

I want to be acknowledged as the author of any resources I share nmlkj nmlkj nmlkj nmlkj

I do not want others to modify my resources nmlkj nmlkj nmlkj nmlkj

Staff already share resources within my department/school nmlkj nmlkj nmlkj nmlkj

Sharing resources can save time and money nmlkj nmlkj nmlkj nmlkj

10. Final Page

I have never heard of OER

nmlkj

I have heard of OER but I’m not clear on its meaning

nmlkj

I know what OER means but I do not agree with its underpinning concepts

nmlkj

I know what OER means, and I support the development of OER in relation to my teaching and learning

nmlkj

ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)ICT in Schools Census 2013: Post-Primary (Teacher Questionnaire)

Additional comments and Submitting Your Response:

33. Additional Comments: Please state your additional comments here, including your specific ICT related priority areas:

Thank you sincerely for taking the time to respond to the questionnaire for teachers. Your contribution to the ICT Census is much appreciated. [IMPORTANT] Please press the 'SUBMIT YOUR RESPONSES' button to ensure your final responses are 'captured' by the system. IMPORTANT NOTE: A reminder that the purpose of this 'PDF' or printed version of the questionnaire is only to assist you in completing the online census questionnaire. PDF or printed versions of the questionnaire should not be returned instead of completing the questionnaire online.

55

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