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A graphite White Paper from Common Sense Media FALL 2013

Teaching with Technology:The Promise and Reality of the U.S. Digital Classroom

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A graphite White Paper from Common Sense Media

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2 TEACHING WITH TECHNOLOGY: A GRAPHITE WHITE PAPER © 2013 COMMON SENSE MEDIA

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

© 2013 COMMON SENSE MEDIA TEACHING WITH TECHNOLOGY: A GRAPHITE WHITE PAPER 3

Executive Summary

OverviewTeaching with Technology: The Promise and Reality of the U.S.

Digital Classroom is a national online survey of teachers and

administrators conducted in May 2013 to identify current

practices, attitudes, and challenges related to the selection and

use of educational technologies in preK-12 public school

classrooms in the United States. This Graphite White Paper

from Common Sense Media is a report on the findings from this

survey, which will be fielded annually.

MethodologyThe 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.

Main Findings1. Edtech isn’t optional; it’s essential.

Most teachers (86%) and administrators (93%) consider

i t 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,

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.

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 (73%) report using more traditional

provisioning or ways for students to access technology, such

as in-class sharing (37%) or using the computer lab (36%). Only

one in nine teachers (11%) are implementing 1:1 or Bring Your

Own Device (BYOD) programs (where each student has access

to their own device). Half of all teachers (49%) report having

used tablets in their classroom for learning or instruction during

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

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.

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.”


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 decision-

making 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.


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.


Methodology

The Teaching with Technology survey was conducted

online within the United States by Harris Interactive for

Common Sense Media in May 2013, among 764 public school

preK-12 teachers (including 254 preK-fifth grade teachers,

252 sixth-eighth grade teachers and 258 ninth-12th grade

teachers) and 205 public school administrators.

Qualified teacher respondents were U.S. residents, 18 years or

older, employed full- or part-time as a classroom teacher in

grades preK-12 in a U.S. public or charter school.

Qualified administrator respondents were U.S. residents,

18 years or older, employed full-or part-time in a U.S. public or

charter school and either a principal, assistant principal,

superintendent, or assistant superintendent; or a curriculum

supervisor, technology coordinator, media specialist, or

librarian and 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.

All sample surveys and polls, whether or not they use probabil-

ity sampling, are subject to multiple sources of error which are

most often not possible to quantify or estimate, including sam-

pling error, coverage error, error associated with nonresponse,

error associated with question wording and response options,

and post-survey weighting and adjustments. Therefore, Harris

Interactive avoids the words “margin of error” as they are mis-

leading. All that can be calculated are different possible sam-

pling errors with different probabilities for pure, unweighted,

random samples with 100% response rates. These are only

theoretical because no published polls come close to this

ideal. Because the sample is based on those who agreed to

participate in the Harris Interactive panel, no estimates of theo-

retical sampling error can be calculated.

Wherever significant differences are reported between sub-

groups, they are reported at the significance level (alpha) of 0.05.

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.2

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.”


Key Findings

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

learning (95%). A large majority agrees it improves student

outcomes (89%) and helps students collaborate with each

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

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.

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.

Proportion of teachers and educators who agree that using edtech in the classroom offers various benefits:

99%

96%

95%

100%

98%

96%

Expands resources available to teachers

Increases student engagement in learning

Enables personalized learning

89%

87%

93%

90%

50% 60% 70% 80% 90% 100%

Improves student outcomes

Helps students collaborate

Administrators Teachers

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.

5x

1.Edtech isn’t optional; it’s essential.


Percent of teachers reporting use of each device in the classroom for learning or instruction by students, teachers, or both:

64%

49%

40%

Smart board, interactive white board, or similar

Tablet

Smartphone

84%

69%

0% 20% 40% 60% 80% 100%

Desktop computer

Laptop

% teachers reporting

Percent of teachers who report each way in which computers and other devices are provided to their students:

36%

37%

11%

Computer lab

% teachers reporting

Student sharing of in-class computers or tablets

1-to-1 laptop/tablet/BYOD(net)

1%

5%

5%

1-to-1 tablet program

1-to-1 laptop program

BYOD (students supply own computers)

16%None

The majority of teachers report using more traditional methods

of provisioning technology for students, such as in-class

sharing (37%) and using the computer lab (36%). Only one in

nine teachers (11%) report being in classrooms where students

have access to their own device through 1:1 or BYOD

programs, and significantly more middle (14%) or high school

teachers (20%) report their implementation than elementary

school teachers (6%).

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

board/interactive whiteboards (64%) are widespread, almost

half of all teachers (49%) report having used tablets in their

classroom for learning or instruction during the school year

(either teachers or students only, or both), 40% say

smartphones were used, and more than two thirds (69%)

report having used laptops. According to teachers, over a

third of students (34%) have access to tablets either individually

or in a shared situation. Considering tablet devices are

relatively new entrants into the market, their penetration

is notable. A total of 55% of teachers report that students

(either alone, or with teachers) use any smaller mobile device

in the classroom.

2.1:1 student access to devices is just getting started, but the penetration of laptop and mobile devices is remarkable.


Percent of teachers reporting weekly or more frequent use of various types of edtech tools:

24%

14%

37%

18%

20%

Teacher tools

Digital curricula

19%

31%

15%

0% 10% 20% 30% 40%

1:1/ BYOD Classrooms All Classrooms

Subject-specific content tools

Information/reference tools

Despite their enthusiasm for edtech and its benefits, weekly

less than one fifth (19%) of teachers use content-specific tools

(like Mathboard or iCivics, for example), 31% report using

information/reference tools (like Desmos Graphing Calculator,

Google Earth, and Dictionary.com), almost a fourth (24%) use

teacher tools (like Socrative and ClassDojo), and only 14%

report using digital curricula (like Lexia Learning or Dreambox

Learning). Most teachers report using at least one type of

educational technology product during the school year, and

three-quarters report using at least one tool more than once a

month. Few use these on a weekly basis. Of those who are not

using any of the types of edtech tools specified in the survey,

at least one-quarter of teachers plan to do so next year.

Even in 1:1/BYOD classrooms where each student has access

to his or her own device and one might expect the proliferation

of edtech tools, 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. Only weekly use of information/reference

tools is reported by a relatively greater proportion of teachers

in 1:1/BYOD classrooms (37%).

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. Nearly half (48%)

of teachers across all grade levels strongly agree with

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.

3.Few teachers report using edtech tools frequently, but demand for edtech use is strong.


40% of teachers who use edtech pay an average of $255 a year out of pocket to purchase edtech tools for their classrooms.

Top four challenges to integrating edtech in schools according to administrators and teachers (percent reporting each challenge):

38%

45%

45%

43%

Lack of time to implement

Lack of trained appropriate staff

75%

45%

66%

53%

0% 20% 40% 60% 80%

Lack of funds

Teachers Administrators

Insufficient tech infrastructure in

the classroom

Lack of training for teachers on how to use and implement

This survey’s findings suggest that the use of edtech

sometimes lags behind its promise. What’s standing in the

way? Teachers identify lack of funding, insufficient

infrastructure, and time as the biggest 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.

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

three educators feel that challenges in implementing these

technologies outweigh their benefits.

4.Money, access, time, and training are the biggest challenges to edtech implementation.

$255 a year


Most important criteria in selecting edtech tools for classroom use, according to teachers and administrators (percent reporting each criterion):

41%

32%

45%

29%

65%

33%

25%

37%

Helps teachers teach

Free

Overall high quality

56%

44%

41%

57%

30%

0% 20% 40% 60% 80%Administrators' priorities Teachers' priorities

Fun and engaging for students

Learning potential for students

Aligns to academic standards

Decision-makingIn 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

in their schools. Just over half of teachers (55%) say that they

are involved in the decision-making process when purchasing

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.

DiscoveryWith hundreds of thousands of mobile apps claiming to be

educational, tens of thousands of video games with some

potential for learning, and countless websites, the sea of

edtech resources out there can be overwhelming.

Teachers’ primary means (81%) of finding out about

edtech is from other educators — teachers, librarians, or tech

coordinators/media specialists. Over half of all teachers also

rely on administrators for recommendations, and the third

most popular source is web search engines.

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

obstacles to edtech implementation. They were also

significantly less likely to be high edtech users (26% vs. 45%)

and to agree that edtech is absolutely essential (45% vs. 59%),

improves outcomes (87% vs. 96%), helps students collaborate

(85% vs. 94%), or that funding is a challenge (63% vs. 74%).

5.It’s tough to find the good stuff.

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.


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

constellations of variables (perceived difficulty and edtech

usage/adoption).

Percent of teachers who agree to each attribute by perceived difficulty of finding high-quality edtech products:

22%

87%

85%

63%

25%

8%

96%

94%

74%

It's hard to determine which products are high quality

Ed tech improves student outcomes

Edtech helps students collaborate

Funding is an obstacle to using edtech

47%

45%

36%

32%

26%

25%

0% 20% 40% 60% 80% 100% 120%

Lack of training is an obstacle to using edtech

Edtech places too many demands on teachers' time

Not difficult Difficult

The challenges of implementation outweigh

the benefits


Conclusion

This Graphite White Paper presented findings on attitudes and

practices regarding teaching with technology based on an

online survey of U.S. public school teachers and administrators.

A majority of educators appear to believe in the potential of

educational technologies to enhance teaching and learning.

Shared access to desktops and laptops is the norm. However,

mobile devices like tablets and smartphones have penetrated

the classroom to a notable extent - with over half of all teachers

reporting that students have access to these devices. Teachers

in mobile-rich classrooms are more likely to be early adopters

and convinced of the benefits of edtech.

Although they report high enthusiasm for the promise of edtech,

teachers report much less frequent use of edtech products,

with less than a third of all teachers indicating they use various

types of edtech tools weekly or more often. Still, almost all

teachers (92%) say they would like to use edtech tools more

often than they do now.

Educators agree there are several headwinds challenging

implementation of edtech in the classroom, including time

constraints, funding, lack of access/infrastructure, and lack

of training. In addition, three-quarters of teachers report that

it’s at least somewhat difficult to find out about high quality

edtech tools. Many turn to peers, administrators, or web

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.

There are several differences between teachers who perceive

difficulty in discovering good edtech and those who don’t.

Those who do perceive this difficulty (relative to those who

don’t) are more likely to agree that lack of training, demands

on teacher time, and difficulty of determining quality are

obstacles to edtech implementation. They are 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, they’re not significantly

different on a host of other variables like edtech usage, device

usage, and personal/school demographics.

These results prompt us to ask: is the fact that so many

teachers (who feel empowered to make decisions) feel it is

difficult to find high quality edtech a major inhibitor to adoption

and usage? Does the perception of difficulty encourage

skeptical teacher attitudes, or is it the other way around? Or, is

there another common factor behind both (outside of a

demographic or economic factor)? And if perceived difficulty

does lower teacher expectations for edtech, then would efforts

to make it easier for teachers to discover, vet, implement, and

use those products result in a significant uptick in teacher

attitudes and usage? To borrow from Geoffrey Moore’s famous

model of the technology adoption curve, is the edtech category

waiting to “cross the chasm”?


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 preK-

12 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 ResultsThe 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 RESPONDENTS1. 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%

Survey Toplines

Common Sense Media Teaching with Technology Survey


BASE: ALL RESPONDENTS2. In what year were you born? Please enter your response as a four-digit number (for example, 1977).

Total – Administrators

(A)

Total – Teachers

(B)


(C)


(D)


(E)

Base: 205 764 254 252 258

MEAN AGE 50.0 B 45.5 45.9 44.6 45.5

BASE: ALL RESPONDENTS3. Which of the following best describes your employment status?

Total –

Administrators (A)Total –

Teachers (B)


(C)


(D)


(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

Teacher - 100%

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% -


BASE: MEDIA SPECIALIST, LIBRARIAN, TECHNOLOGY/COMPUTER COORDINATOR, CURRICULUM/INSTRUCTION DIRECTOR OR BUSINESS ADMIN5. 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?


(A)

Total – Teachers

(B)


(C)


(D)


(E)

Base: 0 764 254 252 258

Full-time classroom teacher - 96% 97% 97% 95%

Part-time classroom teacher - 4% 3% 3% 5%

BASE: FULL OR PART-TIME TEACHERS 7. What grade(s) do you currently teach?


(A)

Total – Teachers

(B)


(C)


(D)


(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%


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?


(A)

Total – Teachers

(B)


(C)


(D)


(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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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


3. I would like to use educational technologies in the classroom more than I do now.

Total – Teachers


(C)


(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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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


(C)



(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%


6. I tend to be skeptical about new educational technologies.


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?


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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 * * * - *


BASE: TEACHERS AND ADMINISTRATORS12. 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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


Strongly disagree * * * - 1%

2. It distracts students.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


Strongly disagree 30% 25% 31% DE 15% 20%


3. It improves student outcomes.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(E)

Base: 205 764 254 252 258

AGREE (NET) 32% 34% 32% 37% 35%


Somewhat agree 20% 26% 25% 27% 29%

DISAGREE (NET) 68% 66% 68% 63% 65%




6. It helps student collaborate with each other.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


Strongly disagree 1% 1% * * 1%

7. It places too many demands on teachers’ time.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(E)

Base: 205 764 254 252 258

AGREE (NET) 22% 40% A 38% 45% 41%


Somewhat agree 18% 35% A 34% 39% 34%

DISAGREE (NET) 78% B 60% 62% 55% 59%

Somewhat disagree 56% B 41% 41% 38% 42%


8. It enables personalized learning for individual students.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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% - *


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


(C)


(D)


(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%

2. Laptop computer(s)

Total – Teachers


(C)


(D)


(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%

3. Tablet computer(s) (e.g., Android tablet, iPad, etc.)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Used primarily by students 10% 6% 9% 20% CD


Used by both students and teachers 24% 32% DE 22% E 12%



4. Smart Board, interactive whiteboard, or similar

Total – Teachers


(C)


(D)


(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%


5. Smartphone (e.g., iPhone, Android phone, Windows phone)

Total – Teachers


(C)


(D)


(E)

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%

6. E-readers (e.g., Kindle, Nook)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Used primarily by students 14% 9% 20% C 18% C



Not used in my classroom for learning 72% 75% D 64% 71%


7. Game consoles or handhelds (e.g., Wii, LeapPad, Xbox, DS, etc.)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Used primarily by students 3% 3% 5% 3%

Used primarily by me or another teacher * * 1% -



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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)

Middle School

Teachers(D)


(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%


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


(C)


(D)


(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


(C)


(D)


(E)

Base: 764 254 252 258

Never 26% 28% 26% 20%

A few times a year 22% 19% 24% 28% C


1-2 times a week 17% 19% 17% 15%

3-4 times a week 7% 8% 8% 6%

Every day 6% 6% 5% 7%


3. Productivity tools for students (such as Evernote, StoryBuilder)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Never 61% 55% 66% C 69%C


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%

4. Creation tools for students (such as Animoto, Prezi)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Never 54% 59% E 54% 45%

A few times a year 26% 20% 25% 39% CD


1-2 times a week 4% 4% 7% 3%

3-4 times a week 2% 2% 2% *

Every day 1% 1% 1% 1%

5. Teacher tools (such as, Lesson Planet, ClassDojo, Socrative)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Never 41% 38% 37% 47%



1-2 times a week 9% 11% 9% 8%

3-4 times a week 9% 10% 10% 6%

Every day 6% 9% 5% 3%


6. Digital curricula (such as DreamBox Learning, Lexia Learning)

Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Never 71% 67% 74% 76%



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 PRODUCT16. 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?


Total – Teachers


(C)


(D)


(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%


Total – Teachers


(C)


(D)


(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%



Total – Teachers


(C)


(D)


(E)

Base: 286 108 94 84





Total – Teachers


(C)


(D)


(E)

Base: 342 98 114 130

Primarily by students 35% 25% 38% 47% C

Primarily by me or another teacher 23% 29% E 23% 15%



Total – Teachers


(C)


(D)


(E)

Base: 443 149 154 140

Primarily by students 1% 1% * 4%




Total – Teachers


(C)


(D)


(E)

Base: 222 89 69 64





BASE: ALL TEACHERS17. 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


(C)


(D)


(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%


Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258



Will use about the same as this year 46% 46% 39% 51% D



Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Do not plan to use 44% 39% 45% 53% C






Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258



Will use about the same as this year 21% 18% 18% 28% CD



Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258

Do not plan to use 30% 25% 30% 39% C


Will use about the same as this year 32% 37% E 28% 25%



Total – Teachers


(C)


(D)


(E)

Base: 764 254 252 258






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?



Base: 205

None 14%

1%-25% of classroom teachers 32%




100% of classroom teachers 2%



Base: 205

None 5%









Base: 205

None 16%








Base: 205

None 15%






5. Teacher tools (such as Lesson Planet, ClassDojo, Socrative)


Base: 205

None 9%









Base: 205

None 25%






Digital Media Product Selection and Decision-Making Process

BASE: TEACHER OR ADMINISTRATOR19. What are the biggest challenges to integrating educational technologies in schools? Please select up to

3 responses.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


BASE: TEACHER OR ADMINISTRATOR20. 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 quality educational technologies for instruction, student learning, or classroom management?


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


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.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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%


BASE: TEACHER22. Approximately how much time do you spend looking for or researching educational technologies?

Total –

Teachers


(C)


(D)


(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 ADMINISTRATOR23. What are the most important characteristics in selecting educational technologies for classroom use? Please

select up to 3 responses.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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

administrator6% 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%


BASE: TEACHERS AND ADMINISTRATORS24. 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 $100 for use in your classroom/school/district]? Please select all that apply.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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/district62% 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


(C)


(D)


(E)

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%


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)


(C)



(E)

Base: 293 103 89 101

MEAN $ AMOUNT 254.5 247.3 220.6 288.8

School/District and Personal Demographics

BASE: IN EDUCATION AND IN PUBLIC SCHOOL27. Next, we would like to ask you some questions about your school and district.

Is your school/district located … ?


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)


(D)


(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 ADMINISTRATORS28. 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.’


(A)Total – Teachers

(B)


(C)


(D)


(E)

Base: 205 764 254 252 258

MEAN 56.9 B 42.7 45.8 E 42.5 37.0


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.’



(B)


(C)


(D)


(E)

Base: 205 764 254 252 258

MEAN 45.8 B 35.7 38.1 35.9 31.5

BASE: ALL QUALIFIED RESPONDENTS30. 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.’



(B)


(C)


(D)


(E)

Base: 205 764 254 252 258

MEAN 20.8 B 16.1 20.1 DE 11.6 11.8

BASE: TEACHERS AND SCHOOL ADMINISTRATORS31. In total, how many students attend your school? Your best estimate is fine. Enter ‘9998’ for ‘not sure’ and

‘9999’ for ‘decline to answer.’



(B)


(C)


(D)


(E)

Base: 139 764 254 252 258

MEAN 967.8 834.8 578.0 863.4 C 1278.9 CD


BASE: EDUCATOR AND IN PUBLIC SCHOOL32. In total, how many students are in your school district? Your best estimate is fine.


(A)

Total – Teachers

(B)

Elementary School

Teachers(C)

Middle School

Teachers(D)


(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 SCHOOL33. 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.’



(B)


(C)


(D)


(E)

Base: 205 764 254 252 258

MEAN 8.0 15.9 A 16.9 14.6 14.8


BASE: QUALIFIED TEACHERS34. What subject(s) do you teach? Please select all that apply.

Total – Teachers


(C)


(D)


(E)

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



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