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State Educational Technology Directors Association
Final Version
SETDA Building Survey
Directions: This survey is about technology use at your school. You will be asked about your teachers’ technology use, availability of technology at your school, and school/district policies or resources related to technology.
In all questions that follow, “technology” refers to computers (including PDA’s or “Palm Pilots”) or equipment that is used with computers (e.g. scanners, printers, digital video recorders, etc.). Do not consider overhead projects, traditional (i.e. analog) VCRs, or tape recorders when answering these questions.
Most schools across the nation are not yet at the point where budgets, funding requirements, technology resources, etc. allow teachers, students, and administrators to use technology to its full potential. This survey will help identify specific areas of need and will help track changes in these issues over time. For the survey to be most useful, it is important that you respond as honestly as you can. Please be assured that individual responses will never be used for reporting.
Thank you for your help!!
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State Educational Technology Directors Association
Final Version Background Information
School Name: City: State:
NCES School ID: -
B1
What grade levels are taught at your school?
(Check all that apply)
a. Pre-K
b. Kindergarten
c. 1st grade
d. 2nd grade
e. 3rd grade
f. 4th grade
g. 5th grade
h. 6th grade
i. 7th grade
j. 8th grade
k. 9th grade
l. 10th grade
m. 11th grade
n. 12th grade
o. Ungraded
B2
What position do you hold?
O Principal
O Assistant Principal
O Building Technology Coordinator
O Other
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State Educational Technology Directors Association
Final Version
B3
How many students are enrolled in your school this year?
B4
By the end of this school year, how many years will you have been a principal, assistant principal, or technology coordinator?
B5
By the end of this school year, how many years will you have been at your current school?
B6
Taking into account professional and personal use, how often do you use the Internet from home?
(Select one)
O Daily or almost daily
O One or more times per week
O One or more times per month
O Less than monthly
O Never
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State Educational Technology Directors Association
Final VersionS1-1
B7
Are data being collected to determine whether technology is impacting student achievement in one or more core content areas (e.g., reading, math science, social studies/sciences)?
O No
O Yes, to some extent
O Yes, definitely
B8
Do those data clearly indicate that technology is positively affecting student achievement?
O No
O Yes, to some extent
O Yes, definitely
S1-2B9
Are data being collected to determine whether technology is impacting students’ 21st Century Skill development (e.g., visual literacy, self direction, or global awareness)?
O No
O Yes, to some extent
O Yes, definitely
B10
Do those data clearly indicate that technology is positively affecting students’ 21st Century Skill development?
O No
O Yes, to some extent
O Yes, definitely
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State Educational Technology Directors Association
Final Version
S1-4B11
Are data being collected to determine whether technology is impacting students’ technology literacy?
O No
O Yes, to some extent
O Yes, definitely
B12
Do those data clearly indicate that technology is positively affecting students’ technology literacy?
O No
O Yes, to some extent
O Yes, definitely
S1-3B13
Are data being collected to determine whether technology is impacting student engagement?
O No
O Yes, to some extent
O Yes, definitely
B14
Do those data clearly indicate that technology is positively affecting student engagement?
O No
O Yes, to some extent
O Yes, definitely
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State Educational Technology Directors Association
Final VersionS1-4
B15
For which technologies does your curriculum specify grade levels and content areas for student use?
(Check all that apply)
a. Word processing/document processing
b. Spreadsheets (for data analysis and management)
c. Other data analysis software (e.g., SPSS, Fathom, Mathematica)
d. Database software (e.g., Microsoft Access, Filemaker Pro)
e. Email
f. Other Internet communication tools (e.g., listservs or automatic mailing lists, “chat,” discussion boards)
g. Presentation software (e.g., PowerPoint, Astound)
h. Other multimedia authoring software (e.g., Authorware, Hyperstudio, Macromedia Director)
i. Graphic editing and manipulation software (e.g., Adobe Photoshop, Illustrator)
j. Video editing technology
k. Graphic peripherals (e.g., scanners, digital cameras)
l. Web browsers – Basic functions and efficiency (e.g., book-marking, using “back” or “home” features)
m. Electronic information sources – Searching efficiently (e.g., using “and” or “or” to narrow or expand yoursearch; identifying synonyms for keywords)
n. Other professional databases (e.g., ERIC, SIRS, EBSCO)
o. Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences)
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State Educational Technology Directors Association
Final VersionC1-3
B16
For which technologies does your school collect data on student proficiency?
(Check all that apply)
a. Word processing/document processing
b. Spreadsheets (for data analysis and management)
c. Other data analysis software (e.g., SPSS, Fathom, Mathematica)
d. Database software (e.g., Microsoft Access, Filemaker Pro)
e. Email
f. Other Internet communication tools (e.g., listservs or automatic mailing lists, “chat,” discussion boards)
g. Presentation software (e.g., PowerPoint, Astound)
h. Other multimedia authoring software (e.g., Authorware, Hyperstudio, Macromedia Director)
i. Graphic editing and manipulation software (e.g., Adobe Photoshop, Illustrator)
j. Video editing technology
k. Graphic peripherals (e.g., scanners, digital cameras)
l. Web browsers – Basic functions and efficiency (e.g., book-marking, using the “back” or “home” features)
m. Electronic information sources – Searching efficiently (e.g., using “and” or “or” to narrow or expand your search; identifying synonyms for keywords)
n. Other professional databases (e.g., ERIC, SIRS, EBSCO)
o. Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences)
S1-4B17
Does your curriculum specify grades and content areas where the following skills will be covered with students?
(Check if “yes”)
a. Understanding ethical, legal, and societal issues related to technology use (e.g., the Internet and individual right to privacy) and using technology in ethical ways
b. Understanding the fundamentals of technology systems (e.g., understanding distinctions between hardware and software; familiarity with basic computer functions)
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State Educational Technology Directors Association
Final VersionC1-3
B18
Does your school explicitly assess whether students are proficient in any of the following skills?
(Check if “yes”)
a. Understanding ethical, legal, and societal issues related to technology use (e.g., the Internet and individual right to privacy) and using technology in ethical ways
b. Understanding the fundamentals of technology systems (e.g., understanding distinctions between hardware and software; familiarity with basic computer functions)
C1-1B19
How much time do most students in your school use technology specifically for improving learning or academic achievement? Consider in-school use only.
Elementary Principals Respond Here Not at
all
Less than 30 minutes
per week
1/2 an hour to 1 hour per
week
1-2 hours per
week
More than 2 hours per week
a. 1st and 2nd graders O O O O O
b. 3rd and 4th graders O O O O O
c. 5th and 6th graders O O O O O
B20
Middle and High School Principals Respond Here
Not at all
Less than 30 minutes
per week
1/2 an hour to 1 hour per
week
1-2 hours per
week
More than 2 hours per week
Students in all grades taught at your school O O O O O
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State Educational Technology Directors Association
Final Version
C1-1B21
Using the scale to the right, what role does technology play in teachers’ strategies for building student skill or proficiency in:
Not used for building skills in this area
A Small Part A Large Part
a. Reading O O O
b. Writing O O O
c. Mathematics O O O
d. Science O O O
e. Social Studies O O O
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State Educational Technology Directors Association
Final Version
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State Educational Technology Directors Association
Final VersionC1-1
Important: For Question B22:
Elementary School Principals: Base your response on 4th grade students.Middle School Principals: Base your response on 8th grade students.High School Principals: Base your response on 10th grade students.
B22
How often do students in your school use technology to: Daily Weekly Monthly Quarterly
Rarely or
Never
a. Communicate (e.g., over email or through discussion boards) with experts, peers, and others
O O O O O
b. Solve real-world problems (i.e. those involving situations, issues, and tasks that people actually tackle in the outside world)
O O O O O
c. Produce print products O O O O O
d. Produce media, Web, or presentation products O O O O O
e. Conduct online research O O O O O
f. Use drill and practice or tutorial software O O O O O
g. Use the Internet to collaborate with students in or beyond your school O O O O O
h. Visually represent or investigate concepts (e.g., through concept mapping, graphing, reading charts)
O O O O O
i. Use digital tools and peripheral devices (e.g., digital cameras, probes, scanners) to enhance their learning or their school work
O O O O O
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State Educational Technology Directors Association
Final VersionC1-2
B23
For each subject area below, what proportion of teachers use technology to deliver instruction (e.g., for presentations, to post class materials/quizzes online, to demonstrate a procedure or idea)? Base each response only on the teachers who teach that subject.
0 – 20%
21 – 40%
41 – 60%
61 – 80%
81 – 100%
a. Writing O O O O O
b. Mathematics O O O O O
c. Science O O O O O
d. Elective areas (e.g., arts, foreign languages), where appropriate O O O O O
C1-2B24
For each subject area below, what proportion of teachers require students to use technology for learning? Base each response only on the teachers who teach that subject.
0 – 20%
21 – 40%
41 – 60%
61 – 80%
81 – 100%
a. Writing O O O O O
b. Mathematics O O O O O
c. Science O O O O O
d. Elective areas (e.g., arts, foreign languages), where appropriate O O O O O
C1-2B25
In which content areas is technology a formal part of the curriculum?
(Check all that apply)
a. Writing
b. Mathematics
c. Science
d. Elective areas (e.g., arts, foreign languages), where appropriate
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State Educational Technology Directors Association
Final VersionC1-2
B26
In my school teachers:
(Select one)
O Are expected to use technology regularly, as appropriate to their teaching assignment (e.g. once a week)
O Are expected to use technology a few times each year
O Decide individually whether and how often they will use technology. There are no expectations for technology use, or expectations exist, but teachers don’t implement them.
C1-2B27
In my school, teachers in the same grade or subject area:
(Select one)
O Share little or no common understanding about how technology will be used. Teachers decide individually whether and how they will use technology.
O Share some common understanding about how technology should be used; however, some teachers implement these uses and others do not. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, but some teachers do not use technology for these purposes.)
O Share a common understanding about how technology will be used to enhance learning, and there are clear expectations that technology will be used in these ways. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, and every earth science teacher uses technology for these purposes.)
C1-3B28
Which of the following strategies has your school employed for addressing students’ technology literacy?(Check all that apply)
a. My school has identified specific skills (e.g., using technology to collect and organize data) that students must have in order to be technologically literate.
b. My school has a specific program or plan for helping students become technologically literate (e.g., responsibilities are officially assigned to subject areas for covering different technology skills, or students take stand-alone courses to build technology literacy).
c. Technology literacy is assessed formally at some point during a student’s tenure in my school.
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State Educational Technology Directors Association
Final Version
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State Educational Technology Directors Association
Final VersionC1-5
B29
“Best practices with technology” are technology-supported teaching practices that either have a basis in educational theory or are supported by research. How are best practices with technology identified and shared at your school?
(Select one)
O Our school has a formal process for identifying best practices and then ensuring that every classroom teacher learns of those practices (as appropriate to their teaching assignment).
O Best practices are identified and shared informally. For example, an enthusiastic teacher finds an innovative practice and then sharing happens either informally or through staff meetings. A number of teachers eventually learn about these practices.
O Teachers at my school tend to work on their own; there is little or no widespread sharing of best practices.
C1-5B30
At your school, how frequently are teachers exposed to innovations and best practices in teaching with technology?
(Select one)
O On an ongoing basis
O Occasionally
O Almost never; our school currently has other priorities
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State Educational Technology Directors Association
Final VersionRow A: C1-2; Row B: C5-6; Row C: C1-2
B31
In your school, how much time do each of the groups below spend using technology? Base your estimate on what most of the individuals in each group do. Include time spent on professional activities outside of school.
We do not
have this
position in our school
Not at all
1 to 4 hours per
week
5 to 9 hours per
week
10-14 hours per
week
15-19 hours per
week
20 or more hours per
week
a. Teachers O O O O O O O
b. Principals and assistant principals
O O O O O O O
c. Library, media, reading, and other specialists
O O O O O O O
C3-1
IMPORTANT: For Questions B32 – B45 you will be telling us about your school’s access to technology infrastructure. In ALL questions about computers, ONLY count computers that:
Are less than 4 years old Run MAC OS 9 or above, or Win98/WIN NT/Windows2000/WindowsXP or above Have 128 MB RAM or more
B32
What is the ratio of students to computers in a typical ELEMENTARY school building:
O 1 student to 1 computer (1:1)
O 2-5 students to 1 computer (2:1 – 5:1)
O 6-10 students to 1 computer (6:1 – 10:1)
O 11 or more students to 1 computer (11:1 +)
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State Educational Technology Directors Association
Final VersionC3-1
B33
In your school, what percent of computers (for students) are in each of the environments below (Note: Total should add up to 100 percent)
a. % in classrooms %b. % on mobile carts %c. % in computer labs %d. % in libraries, media centers, or other public places %
C3-1B34
How many classrooms in your building have the following (do not count computer labs or media centers; these settings will be covered on a separate question below):
0 – 20%
21 – 40%
41 – 60%
61 – 80%
81 – 100%
a. A data projector (that connects to a computer) O O O O O
b. A working printer O O O O O
c. A working scanner O O O O O
d. A working digital camera O O O O O
e. A working digital video camera O O O O O
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State Educational Technology Directors Association
Final VersionC3-1
B35In your school, how many mobile computer carts or laptop carts are available for check out by teachers who want to use technology with their students?
B36How many computers are available, in total, across these carts?
B37In your school, how many computer labs are available for check out by teachers who want to use technology with their students?
B38How many computers are available, in total, across these labs?
B39In your school, how many other settings (e.g., school libraries, media centers) are available for check out by teachers who want to use technology with their students?
B40How many computers are available, in total, across these other settings?
C3-2B41
Which of the following represents the amount and quality of technology available for meeting the administrative needs of your staff?
O Non-existent
O Very poor/barely adequate
O Adequate/Pretty good
O Good
O Excellent
C3-1B42
What proportion of teachers at your school have access to the following:
0 – 20%
21 – 40%
41 – 60%
61 – 80%
81 – 100%
A computer dedicated to their use that also has high-speed connectivity to the Internet or the school/district’s Intranet O O O O O
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State Educational Technology Directors Association
Final Version
C3-1B43
How would you describe most students’ access to each of the following technologies during the school day? For each technology, select ONE.
Students have access to this technology at
any time (class time, free
periods, lunch, recess)
If students make special arrangements
, they can have access
to this technology during free
periods, lunch, or recess
Students have access to this
technology only if their teacher has reserved space
during a specified time period or if their teacher is teaching a particular unit/course.
(Special arrangements are
typically not made.)
Students do not have access to
this technology during the school day
a. Computers with high-speed Internet or Intranet connectivity
O O O O
b. PDAs or “Palm Pilots” O O O O
c. Printers O O O O
d. Digital cameras (still or video) O O O O
C3-4B44
How would you describe student access to the following technologies outside of school (before and after the school day, and during the weekends)? (Check all that apply)
The school provides
students with access to
technology before and after
school
The school provides students
with access to
technology on the
weekend
A community resource (e.g.,
Community Center, district office, or local
library) provides students with
access to technology after school hours and
during the weekend
The majority
of students have this at home
Most students do not have
access to this
technology beyond
the school day
a. Computers
b. High-speed Internet access
c. Digital cameras (still or video)
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State Educational Technology Directors Association
Final VersionC3-4
B45
How would you describe the access that your school staff has to the following technologies outside of school (before and after the school day, and during the weekends)? (Check all that apply)
The school provides staff with
access to this technology
outside of the school day
The majority of staff members
have this technology available at
home
Most staff members do not have access to this technology
beyond the school day
a. Computers
b. High-speed Internet access
c. Digital video cameras
Rows A-E and Row G: C3-5; Row F: C3-6 B46
Does your school/district provide student access to:Accessible from home and school
Accessible only from
school
No Access
a. Their own email accounts O O O
b. Online class materials (e.g., handouts, assignments, notes, practice exams) O O O
c. Online access to the library catalogue (over the Internet or Intranet) O O O
d. Online access to databases (e.g., EBSCO, SIRS) O O O
e. Online curricula (e.g., Beyond Books) O O O
f. Opportunities for distance learning (e.g., online classes, lessons offered through video-conferencing over the Internet)
O O O
g. Most of the software that students use in their class(es) O O O
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State Educational Technology Directors Association
Final VersionC3-5
B47
Does your school/district provide teachers with access to:Accessible from home and school
Accessible only from
school
No Access
a. Their own email accounts O O O
b. Tools for creating and modifying their own Web pages O O O
c. Basic productivity software (e.g., for presentation, word processing, spreadsheets) O O O
d. Course management and delivery software (e.g., Blackboard, WebCT and Bigchalk are software programs that allow courses to be delivered online)
O O O
e. Electronic administrative tools (e.g., electronic gradebooks) O O O
C3-6B48
How many classrooms in your building have 2-way video-conferencing equipment?
C3-7B49
How long does it take to:A few
minutes1/2 -
1hour1 – 3 hours
1/2 - 1 full day
2 – 5 days
1 – 3 weeks
A month or more
a. Get a failed computer repaired? O O O O O O O
b. Get help on a software problem or question?
O O O O O O O
c. Get network services restored when the network goes down? O O O O O O O
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State Educational Technology Directors Association
Final Version
C3-8B50
Which best describes the access that teachers have to:
Available online,
accessible directly to teachers
from classrooms
Available online,
accessible directly to teachers
from central school
locations (e.g., main office, staff
rooms)
Available electronically
(e.g. in an Excel file) if requested
from administrative
offices
Available on paper if
requested from
administrative offices
Teachers cannot access this information
a. Information about student demographics O O O O O
b. Information about student achievement or past academic performance
O O O O O
c. Information about absences, behavioral referrals, or other related issues
O O O O O
C3-8B51
Which best describes the access that administrators have to:
Available online,
accessible directly
from building offices
Available electronically (e.g., in an Excel file) if requested
from district administrative
offices
Available on paper if
requested from district
administrative offices
a. Information about student demographics O O O
b. Information about student achievement or past academic performance
O O O
c. Information about absences, behavioral referrals, or other related issues
O O O
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State Educational Technology Directors Association
Final Version
Rows A, B, and G: C3-3 Row C: C3-5; Row D: C3-6; Rows E & F: C3-8
B52
Which of the following is available at your school?
(Check all that apply)
a. Individual voice mailboxes for teachers
b. Individual voice mailboxes for administrators
c. Individual Web pages
d. Online grading
e. Online assessments
f. Telephones in classrooms
Row A: C4-1; Row B: C4-2; Row C: C-4-3; Row D: C4-4
B53
In your school, have you gathered any data regarding possible variations in access to technology for the following groups of students?
Don
’t kn
ow
Hav
e no
t ga
ther
ed d
ata
A li
ttle
info
rmal
da
ta g
athe
red
A lo
t of i
nfor
mal
da
ta g
athe
red
Som
e fo
rmal
dat
a ga
ther
ed
A lo
t of f
orm
al
data
gat
here
d
a. Students from low socio-economic backgrounds
O O O O O O
b. Girls O O O O O O
c. Students from historically disadvantaged racial or ethnic backgrounds
O O O O O O
d. Students with special learning needs O O O O O O
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State Educational Technology Directors Association
Final Version
C4-5B54
Do all schools in your district that are at the same grade level (e.g., all elementary schools) have approximately the same level of access to technology for learning?
O Don’t know
O Some schools have far less access and others have far more
O Some schools have somewhat less access and others have somewhat more
O There is no real difference between schools
C5-9B55
What percentage of your Title 1 budget is allocated to technology-supported learning? Include amounts allocated for technology-related staff development.
%
C5-1B56
Does your school have a vision for how technology should be used by students and teachers to improve teaching and learning? (If your school has adopted the district-established vision, base your response on that vision.)
O Yes, a formal, written vision that has been shared with administrators and teachers.
O Yes, a formal, written vision. Some teachers have seen it, but many others have not.
O Yes. It is not written down, but it has been clearly shared with administrators and teachers.
O Yes. But it is not written down, and a number of teachers are not really aware of what the vision is
O No. Our school currently has other priorities. There is no vision for technology use, written or un-written.
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State Educational Technology Directors Association
Final VersionC5-1
B57
Which of these groups were involved in creating a formal vision for technology at your school?
(Check all that apply)
a. Administrator(s)
b. Building Technology Coordinator
c. Teachers
d. Parents
e. Other community leaders
f. Students
g. Our school does not have a formal vision statement
C5-1B58
Answer this question ONLY if your district has a formal, written vision statement. Our vision statement:
Very True Somewhat True Not at all True
Specifically states that our school must prepare students for the technological age O O O
C5-2B59
Our academic learning standards or content standards:Very True
Somewhat True
Not at all True
I don’t know
a. Specifically incorporate technology literacy O O O O
b. Specifically incorporate digital age literacies or 21st Century Skills (e.g., information literacy, visual literacy, self-direction) O O O O
C5-2B60
When teachers design curriculum and plan instruction, this school or district requires that they always consider:
Very True
Somewhat True
Not at all True
I don’t know
21st Century Skills like technology literacy, visual literacy, global awareness, and self-direction
O O O O
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State Educational Technology Directors Association
Final Version
C5-2B61
In this district, we access:Very True
Somewhat True
Not at all True
I don’t know
21st Century Skills like technology literacy, visual literacy, global awareness, and self-direction
O O O O
Rows A-C and Row F: C5-3; Rows D & E: C5-4
IMPORTANT: Questions B62 through B64 ask about technology-related policies, training, and incentives in your school or district. It is understood that some of the issues addressed in these questions are limited by budgets, funding requirements or state/federal policies and may not be in the control of school/district leadership. Please respond to each item as honestly as you can.
B62
Rate your agreement with the following statements: Strongly Agree
Agree Disagree Strongly Disagree
a. Our school identifies which technology practices have documented, positive results. O O O O
b. Our school formally reviews such practices to determine whether they are appropriate for our students.
O O O O
c. Our staff or leadership team sets year-long targets for building-wide adoption of these technology solutions
O O O O
d. Practices identified as research-based or “proven” – including lesson plans and curricula – are posted online so that they are accessible to all teachers
O O O O
e. Incentives are provided to teachers who adopt proven best practices related to technology (e.g., laptops, conference attendance, stipends for professional development).
O O O O
f. Teacher performance reviews address the extent to which teachers are actively adopting technology-supported practices.
O O O O
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State Educational Technology Directors Association
Final VersionC5-4
B63
To what extent does your school encourage innovative teaching practices? Innovation is generally:
O Rewarded (e.g., through public recognition, equipment, professional development)
O Supported, but not rewarded
O Tolerated
O Discouraged
C5-4B64
In my school: Strongly Agree Agree Disagree
Strongly Disagree
a. Innovative, technology-supported teaching practices are rewarded (e.g., through public recognition, software or equipment for professional use, stipends for professional development).
O O O O
b. Research and best-practice are viewed by teachers and administrators as valuable and necessary for making decisions about technology use.
O O O O
c. Teachers are excited about learning new ways of improving student learning in their content areas or grade levels.
O O O O
d. Teachers are not afraid to learn about new technologies and use them with their class(es). O O O O
e. School leadership is willing to support – through funding or manpower – teachers’ efforts at innovation and technology integration.
O O O O
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State Educational Technology Directors Association
Final VersionC5-4
B65
Which of the following incentives are provided by your school/district to encourage teachers to use learning technology?
(Check all that apply)
a. Release time for planning the use of technology
b. Schedule changes so teachers have time to learn and plan collaboratively
c. Classes or workshops related to technology integration
d. Expectations/requirements that professional staff use technology for research and learning
e. Ability to check out school technology for use over the summer months
f. Special purchasing plans for technology (e.g., discounts, paybacks through professional development, or interest-free loans)
g. Funding or grants for classroom-based and media center technology resources
h. Access to technology-based administrative/student information system
i. Technology certification for teachers
j. Salary incentives for teachers participating in technology related professional development
k. Public acknowledgement or recognition (e.g., in newsletters or during school board meetings) of effective teacher uses of technology
C5-5B66
During this school year, approximately how many teachers have assigned (or will have assigned by the end of the school year) projects or assignments that involve:
0 – 20%
21 – 40%
41 – 60%
61 – 80%
81 – 100%
Collaborating with organizations, environmental groups, businesses, or individuals in their community O O O O O
C5-5B67
As a result of technology:Decreased Remained
the sameIncreased
a littleIncreased
moderatelyIncreased
substantially
a. Teachers’ interactions with students’ parents has: O O O O O
b. Parents’ involvement in their children’s
Building Survey - page 28© 2004 SETDA/MetiriPermission for use is granted provided source is acknowledged.
State Educational Technology Directors Association
Final Versionschoolwork has: O O O O O
C5-5B68
In my school: This is standard practice
Sometimes Rarely Never
a. When making decisions about adding to or modifying our technology facilities or resources, the community and how it might be served plays a role in our decision-making process.
O O O O
b. We have increased our parents’ and community’s access to technology by allowing them to use our facilities.
O O O O
C5-6B69
When you consider the various functions that you perform as a building administrator (student data analysis, scheduling, communicating with teachers and parents, etc.), which of the following best describes your use of technology:
O Technology is typically not used for administrative functions.
O Technology is used a bit, but it does not increase efficiency.
O Technology is used quite a bit and efficiency has increased moderately.
O Technology is used for all functions where appropriate. It has significantly increased efficiency for virtually every administrative function.
C5-6B70
Which of the following best characterizes your own readiness to observe and guide teacher use of technology in support of teaching and learning:
O I don’t have criteria by which to assess or guide technology-supported instruction and am not comfortable helping teachers with that aspect of their teaching.
O I have a few criteria by which to assess or guide technology-supported teaching, but I am somewhat uncomfortable helping teachers with that aspect of their teaching.
O I have some criteria by which to assess or guide technology-supported teaching, and I am a pretty good resource when it comes to helping teachers with that aspect of their teaching.
O I have a number of criteria by which to assess or guide technology-supported teaching, and I am an excellent
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State Educational Technology Directors Association
Final Versionresource when it comes to helping teachers with that aspect of their teaching.
C5-7B71
How true is each of the statements below?
Professional development offered by my school or district: Very true
Somewhat true
Not at all true
I don’t know
a. Prepares teachers to discuss specific research or theory upon which the training is based O O O O
b. Prepares teachers to assess student work produced with technology (e.g., when students produce a research report using a variety of online resources)
O O O O
c. Includes opportunities for teachers to see actual examples of technology applied to learning in classrooms similar to their own O O O O
d. Allows teachers to practice skills acquired during professional development in real or simulated classroom settings O O O O
e. Includes time for teachers to work together, and to discuss and plan for using technology in the classroom O O O O
f. Is flexible enough to change direction or focus, depending on teacher needs and interests O O O O
g. Explicitly shows participants how specific technology uses are related to standards and school improvement goals O O O O
h. Takes into account the resources, equipment and support available to teachers, and makes certain in advance that the uses of technology covered during training can be implemented in the classroom
O O O O
i. Includes strategies for getting “behind the classroom door” that requires teachers to observe and be observed by other teachers O O O O
j. Tracks teachers as they gain skills, and provides opportunities for even the most advanced integrators of technology to enhance their skills
O O O O
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State Educational Technology Directors Association
Final Version
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State Educational Technology Directors Association
Final VersionC5-8
B72
Which of the following is your school required to document and report to your district:
(Check all that apply)
a. Basic information about computer facilities, equipment, and capacity
b. School technology programs and innovations
c. Student achievement outcomes that are related to the use of technology
d. Other student outcomes (e.g., 21st Century Skills; motivation) that are related to the use of technology
e. A cost-benefit analysis of technology use for education
C5-8B73
To what extent does your school use the following information to make decisions about funding, hardware/software acquisitions, and school policies related to technology use?Information about:
Used Extensively
Used Somewhat
Not Used
a. Computer facilities, equipment, and capacity O O O
b. Research and best practice related to learning technology O O O
c. Student achievement outcomes resulting from the use of technology O O O
d. The contributions technology can make to other student outcomes (for example, 21st Century Skills; motivation) that are related to the use of technology
O O O
e. A cost-benefit analysis of technology use for education O O O
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State Educational Technology Directors Association
Final Version
C5-8B74
In my school:
This is standard practice Sometimes Rarely Never
a. Administrators analyze school performance results using electronically-accessed student data O O O O
b. Teachers use electronically-accessed student data specifically to make decisions about instructional plans O O O O
c. School administrators track how teachers in each grade or subject-area department use technology O O O O
d. Teachers or administrators collect data on student technology literacy O O O O
C5-8B75
How equitable is technology funding ($$ per student enrolled) for schools serving similar grade levels (e.g., elementary schools) across your district?
(Select one)
O Some schools have far less funding and others have far more
O Some schools have somewhat less funding and others have somewhat more
O There is little or no difference among schools that serve similar grade levels
C5-9B76
In your school, how adequate is technology funding for each of the following purposes:
(Select one)Non-
existent
Very poor/barely adequate
Adequate or pretty
good Good Excellent
a. Technology for administrative functions O O O O O
b. Technology for teaching and learning O O O O O
c. Building network connectivity O O O O O
d. Technical support O O O O O
e. Instructional support for teachers who want to use technology with their students O O O O O
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State Educational Technology Directors Association
Final Version
THANK YOU!
You have successfully completed the survey.
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