Transcript Document

Findings from a Statewide
Teacher Survey
Report Highlights
Prepared by:
MAGI Educational Services, Inc.
January 2003
Overview of TLCF Statewide Initiative
$160 million distributed over 5 years in competitive grants to consortia
Targeted funding based on high resource need and low academic performance
Program objectives designed for increasing student achievement:
Support improved student performance on the NYS Learning Standards using
technology
Promote the capacity of educators for using technology effectively
Improve access to quality educational content and resources
Ensure robust connections to the Internet
Collaborate in developing regional and statewide web-based educational resources
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Key Questions of TLCF Statewide Evaluation
How much access do TLCF teachers/students have to technology?
How frequently do TLCF teachers/students use technology and in what ways?
How much and what type of professional development did TLCF teachers
receive to implement technology?
How do schools support technology use?
How much do TLCF teachers value technology?
What changes have occurred in teaching and learning as a result of technology?
What other factors affect technology use and impact?
What are the barriers to technology use and impact?
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Framework for TLCF Statewide Evaluation
Work Environment
District/School Vision for Educational
Technology
Technology Resources and Supports
School Climate to Support Technology
Integration
Teaching Philosophy & Practice
Teaching Philosophy
Teaching Practices
Professional Development
Use of Technology
Computer/Internet Availability
Level of Technology Use
Computer/Internet Use with Students
Professional Use of Computers/Internet
Impact of Technology
Instructional Change
Student Benefits
Challenges and Obstacles
Amount of Professional Development
Depth of Technology Content
Addressed by Professional
Development
Effectiveness of Professional
Development
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TLCF Statewide Evaluation – 40% Teacher Survey
Response Rate Representing …..
Regions:
New York City (18%)
Big 4 School Districts (17%)
Other City Districts (17%)
Suburban Districts (27%)
Rural Districts (21%)]]]
Type of School:
Need/Resource Capacity :
New York City (17%)
Public (90%)
Big 4 School Districts (18%)
Non-public (10%)
High N/RC (12%)
Rural (21%)
Average N/RC (24%)
Low N/RC (9%)
Grade Levels:
K-5 (44%)
6-8 (28%)
9-12 (28%)
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How much access do TLCF teachers/students
have to technology?
Access to computers was nearly universal in TLCF classrooms.
95% of the teachers reported that they had at least one instructional computer in their
own class.
The median number of computers per class was 4, resulting in a computer-to-student
ratio of 1-to-5. Note: research suggests that a 1:5 computer-to-student ratio essentially
assures students of near universal access (Ringstaff & Kelly, 2002).
Most TLCF classrooms—72%—were also connected to the Internet.
The median number of Internet-connected computers per class was 2, or 10 students for
every connected computer.
Nationally, 77% of classrooms had Internet access in 2000 (Skinner, 2002). Thus, TLCF
classrooms were slightly lagging on this performance indicator.
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How much access do TLCF teachers/students
have to technology? (continued)
Computer and the Internet access in schools differed significantly1 according to two important equityrelated factors: student need (as measured by need/resource capacity) and special education status
(Figure 1).
Teachers in urban (excluding the Big 5), suburban, and rural schools with high levels of student need
had far fewer instructional and Internet-connected computers in their class than teachers in low-need
schools. New York City and the Other Large Cities2 teachers reported access rates statistically
comparable to those in low-need schools.
Special education teachers had significantly fewer instructional and Internet-connected computers in
their class than regular education teachers.
Figure 1
Percent of TLCF Teachers Whose Classroom Access to
Computers and the Internet was Below the Statewide Median
Differences by School Need*
Teachers in high-need
urban/suburban schools
1
2
Use of word “significant”
throughout this report
signifies statistical
significance (p<.05).
Other Large Cities
include Buffalo,
Rochester, Syracuse, and
Yonkers.
65%
54%
Teachers in high-need rural schools
46%
Other large cities teachers
44%
New York City teachers
42%
Teachers in low-need schools
Differences by Special Education Status*
60%
Special Education Teachers
Regular Education Teachers
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50%
0%
*Statistically Significant Difference (p<.05)
20%
40%
60%
80%
100%
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How frequently do TLCF teachers/students use technology
and in what ways?
Most TLCF teachers—55%—reported that they used technology routinely for instruction, with nearly
40% saying that technology was fully integrated into their instructional program (Figure 2).
Nevertheless, a large number of teachers—45%—reported that they were either still learning about
ways of using technology for instruction and had not yet used it (8%), or that they had begun to use
technology but their usage was uneven and irregular because of time, scheduling, and other logistical
problems (37%).
Figure 2
Levels of Technology Integration Among TLCF Teachers
Not using 8%
55%
37 %
Uneven use
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Routine use
Partially
integrated
18%
Fully
integrated
37%
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How frequently do TLCF teachers/students use technology
and in what ways? (continued)
Students most frequently used the computer as a productive tool for gathering and organizing information
and producing written products reflective of that effort (Figure 3).
More “traditional” computer applications, i.e., drill and practice programs, were used less frequently.
Databases, spreadsheets, and simulations/exploratory programs were the least frequently used computer
applications.
Figure 3
Percent of TLCF Teachers Using Various Applications with
Their Students Several Times a Week or More Frequently
52%
38%
37%
28%
26%
24%
Desktop Publishing
Presentation
Software
20%
Multimedia
14%
E-mail
12%
Simulations
10%
9%
Spreadsheets
7%
Databases
0%
20% 40% 60% 80%
Word Processing
Any Internet Activity
Internet Search Engines
Drill and Practice
Graphical Applications
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100%
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How much and what type of professional development did
TLCF teachers receive to implement technology? (continued)
Overall, TLCF teachers considered themselves as “intermediate” or “expert” computer users rather
than “beginners.” (Figure 4).
Areas where most teachers rated themselves as beginners or non-users included…
participating in electronic
professional communities
(65%)
creating databases (62%)
using simulation programs
(58%)
teaching about technologyrelated legal and ethical
issues (57%)
developing multi-media
presentations (53%)
using spreadsheets (51%)
Figure 4
Technology Skill Areas Where Fifty Percent or More of TLCF
Teachers Rated Themselves as Intermediate or Expert
Using Internet search engines
45%
Using word processing packages
57%
Using desktop publishing software
33%
53%
Using graphics programs
18%
39%
Using drill and practice programs
31%
43%
Integrating technology into
lessons
Linking technology w/learning
standards
Accommodating different tech.
skill levels
Locating Internet instructional
activities
23%
42%
18%
42%
18%
40%
35%
0%
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45%
20%
Intermediate
Expert
16%
18%
40%
60%
80%
100%
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How much and what type of professional development did
TLCF teachers receive to implement technology? (continued)
Over a three-year period, TLCF teachers received an average of 30 hours of professional development in
technology, well-above national estimates (U.S. Department of Education, 2000).
Most teachers reported that professional development was available to them on a number of topics, ranging
from basic computer training to powerful tool-oriented applications.
The topics in which the majority of teachers received a “moderate” or “ great” amount of training
included the following:
using technology as a tool for word processing, data analysis, publishing, and graphics (69%)
integrating technology with classroom instructional activities (66%)
retrieving information and resources from the Internet (62%)
the mechanics of using the computer (61%)
On the other hand, less than one-third of the teachers received extensive training in these areas:
technology troubleshooting (16%)
developing students’ e-communication skills (18%)
using technology with special needs students (20%)
developing web pages (25%)
understanding ethical issues surrounding technology use (26%)
evaluating and selecting software (26%)
reorganizing the classroom environment to maximize the use of technology (27%)
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How much and what type of professional development did
TLCF teachers receive to implement technology? (continued)
The majority of TLCF teachers gave high marks to the professional development
they received.
Two-thirds or more agreed that training activities were…
informed by the latest research on educational technology (87%)
designed to support the State learning standards (84%)
well-matched to their own goals for professional growth (77%)
designed in accordance with teacher needs (68%)
designed to support reform efforts underway in their school (68%)
logically related and sequenced (67%)
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How do schools support technology use?
Most TLCF teachers—78%—reported that
technology practices in their school were guided
by a shared, forward-thinking vision (Figure 5).
Over 40% said they were involved in
establishing the vision, and nine out of ten
supported the vision.
Fewer teachers felt that parents supported the
school’s vision for technology, or that the
vision included meaningful school/community
partnerships.
The majority of teachers—64%—indicated that
their school’s vision for technology was
translated into an action plan with clear
expectations for how technology would be
integrated with curriculum and instruction.
Figure 5
Percent of TLCF Teachers Reporting About
Their School's Vision for Technology
100%
80%
92%
78%
69%
64%
62%
60%
40%
20%
0%
School has
clear
vision in
place
Teachers
support
vision
Parents
support
vision
Vision has Vision guides
been
decisions about
translated technology
into action integration
plan
But only 37% reported that strategies were
in place for monitoring technology
implementation.
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How do schools support technology use? (continued)
TLCF schools provided a number of supports and resources to sustain teacher use of technology.
Planning Time – 37% of the teachers said their schools scheduled planning time for them to integrate
technology with curriculum and instruction, with one-third stating that common planning time was
scheduled daily or several times a week.
Hardware – The majority of teachers had the following key hardware resources available for use:
A desktop computer (76%)
Access to the school’s computer network and e-mail from home (56%)
A laptop computer for use at work and at home (30%)
Software – Most teachers had ample access to
software, with the majority describing their school's
supply of the following resources as “good” or
“excellent”:
word processing software, database software, and
spreadsheets (82%)
licensed copies of specific software titles (72%)
Figure 6
TLCF Teachers' Perceptions of
"People" Support in their Schools
100%
85%
80%
CD-ROM reference software and encyclopedias
(65%)
60%
instructional drills, games, and tutorials (55%)
40%
Peopleware – 85% of the teachers indicated that someone
in their school served in the role of technology
coordinator either full-time (57%) or part-time (28%).
And 62% said that teacher mentors were available to
assist them with technology applications (Figure 6).
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66% 62%
62%
53%
43%
20%
0%
School has Skilled
technology teacher
coordinator mentors
available
Technical Instructional
support
support
available
available
when needed when
needed
Technical Instructional
support is support is
effective effective
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How much do TLCF teachers value technology?
TLCF teachers felt the strongest about statements implying that technology was of limited
value to schools and students, or that teachers/teaching would be negatively affected by it
(Figure 7).
For example, 98% disagreed that “technology has little or nothing to offer our school”; and
94% disagreed that “our school can do just as well without technology.”
94% also disagreed with the following statements:
teachers have to give up too much instructional responsibility when technology is used
teachers in our school are “burned out” on technology
technology is so complex and baffling, most teachers will never become proficient
Conversely, 94% agreed that “technology will make a big impact on students”
(Figure 8).
Teachers felt less certain about technology’s role in closing the achievement gap or enabling
students to work harder at their assignments. And there was some doubt about whether or
not technology had created problems for some teachers.
The perceived value of technology varied significantly by grade level, with middle
school and high school teachers assigning far greater importance than their
elementary school counterparts.
How much do TLCF teachers value technology? (continued)
Figure 7
Percent of TLCF Teachers Disagreeing with Statement
Technology has little to offer our school
98%
Teachers give up autonomy when
technology is used
94%
Teachers are "burned out" on technology
94%
Our school can do just as well
without technology
Most teachers will never be proficient
in technology use
94%
94%
Technology will just automate poor teaching
92%
Technology has created major problems
for many teachers
0%
69%
20%
40%
60%
80%
100%
Figure 8
Percent of TLCF Teachers Agreeing with Statement
Technology will make a big impact on
students
94%
Technology will transform teaching and
learning
87%
Technology is filling a major need in our
school
78%
Technology fits smoothly into my
instruction
76%
Students work harder when they use
technology
74%
Technology will help narrow the
achievement gap
0%
61%
20%
40%
60%
80% 100%
What changes have occurred in teaching and learning as
a result of technology?
Overall, one-fifth of TLCF teachers reported that they were “now implementing” various constructivist
practices as a direct result of technology. An additional 40% or so, said that while they were already using
many of the constructivist strategies, technology had increased their level of use (Figure 9).
The greatest change occurred in the following areas, where two-thirds or more of the teachers began
using or increased their use of particular pedagogies:
Figure 9
having students teach or help other students (70%)
Percent of TLCF Teachers Reporting Changes in
having many activities go on in class at the same
Their Use of Constructivist Pedagogies as a
time—an active classroom (66%)
Result of Technology
organizing learning experiences around themes
(65%)
Having students teach other students
23%
47%
having students work on extended projects (64%)
Having many activities go on at
22%
44%
the same time
evaluating students through their projects (65%)
Organizing lessons around themes
22%
Other notable changes involved practices requiring
increased student responsibility for their learning.
For example, about one-quarter of the teachers said
that because of technology they had begun …
having students work on projects or activities
that they directed themselves (26%)
providing opportunities for students to reflect on
their learning (23%)
43%
Evaluating students through projects
18%
46%
Having students work on long projects
20%
44%
Letting students evaluate own work
22%
41%
Having students collaborate
Allowing self to be taught by students
20%
42%
21%
39%
Using facilitation for instruction
18%
42%
Having students self-direct projects
26%
33%
Assigning time for student reflection
23%
34%
Having students plan activities 20% 18%
Having students evaluate
Now Implementing
work of others 8% 27%
Implementing More
Using lecture 9%8%
0% 20% 40% 60% 80% 100%
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What changes have occurred in teaching and learning as
a result of technology? (continued)
The majority of teachers also reported positive changes in other instructional areas (Figure 10).
More than 60% said that technology had a facilitating effect on…
the content of instruction
(70%)
their teaching goals (67%)
the way they organized
classroom space (63%)
their ability to differentiate
instruction depending on
student need (63%)
the way they evaluated and
monitored student progress
(61%)
classroom management,
including time on task (60%)
Figure 10
Percent of TLCF Teachers Reporting Positive Change
in Area of Instruction as a Result of Technology
Teaching goals
Organization of space
Differentiating instruction by need
Student assessment
Classroom management
Quality of instructional time
Curriculum priorities
Student grouping
P acing of instruction
Individual learning time
0%
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70%
67%
63%
63%
61%
60%
56%
55%
54%
54%
54%
Content of instruction
20%
40%
60%
80%
100%
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What changes have occurred in teaching and learning as
a result of technology? (continued)
The importance of technology to teachers’ instructional practices has progressively increased
over the past five years (Figure 11).
Figure 11
Percent of TLCF Teachers Reporting that Technology Has Played an
Important Role in Their Instruction: Changes Over the Past Five Years
100%
74%
80%
59%
60%
40%
81%
37%
44%
20%
0%
1997-1998
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1998-1999 1999-2000
2000-2001 2001-2002
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What changes have occurred in teaching and learning as
a result of technology? (continued)
Technology also produced student benefits, with the greatest impact occurring in attitudinal
areas (Figure 12) .
The majority of TLCF teachers reported that, as a result of technology applications, their
students demonstrated…
increased engagement in learning
Figure 12
increased excitement about learning Percent of TLCF Teachers Reporting that Technology
Benefited Students to a Moderate or Great Extent
improved confidence in abilities
improved self-confidence
improved work quality
Engagement in learning
Excitement about learning
Quality of work
Relating to real-world applications
Self-confidence
Only about 40% of the teachers or
fewer, however, noted significant
changes in student achievement,
attendance, and discipline due to
technology applications.
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Confidence in abilities
Basic skills
Skills in other content areas
Classroom discipline
Narrowing of the achievement gap
Attendance
0%
69%
63%
54%
52%
49%
49%
40%
39%
32%
27%
17%
20%
40%
60%
80%
100%
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What factors affect technology use and impact?
By far, the most important variables in predicting the use and impact of technology
were teachers’ attitudes towards technology—how much they valued it—and their
technology expertise.
Two other variables were also strongly related to the five outcomes:
content/depth of professional development and constructivist practice.
Computer/Internet access also played a key role in determining how frequently
teachers used technology with their students and the degree of instructional
impact.
Finally, school-based support—through vision and resources—and professional
background influenced technology use and instructional impact, although the
effects were modestly robust.
The least powerful predictors of technology use and impact were years of
teaching experience, effectiveness of professional development, school climate,
and constructivist philosophy.
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What are the barriers to technology use and impact?
Lack of time , scheduling problems, work overload, and limited computer access were the most frequently
cited barriers to technology integration (Figure 13).
Other commonly identified obstacles to integration involved school support strategies/resources including
inadequate professional development, inadequate follow-up technical assistance, insufficient computer
software, and limited Internet access.
Not considered to be barriers by the vast majority of teachers—i.e., two-thirds or more—were lack of
support from administrators, lack of teacher support, lack of own interest, and lack of research evidence
linking technology use to increased student achievement.
Figure 13
Most Commonly Cited Barriers to
Technology Use and Impact
Lack of time
38%
42%
Scheduling problems
38%
39%
Work overload
40%
32%
Limited access to computers
36%
Inadequate follow-up support
39%
36%
Inadequate staff development
33%
Insufficient software
28%
Limited access to the internet
0%
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20%
32%
19%
Minor
Major
20%
21%
23%
40%
60%
80%
100%
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Conclusion
Access is a necessary prerequisite to technology use.
School support matters.
Teachers are more likely to use technology if they value it and are sufficiently
skilled.
Technology benefits students primarily in non-academic areas.
Inequities exist in technology access, the availability of technology support, and
use of technology with students.
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