Title page
Contents
Summary 3
Why this study? 8
What the study examined 9
What the study found 12
Most teachers report that students use technology in the classroom almost daily or weekly 12
Between 22 percent and 51 percent of teachers asked students at least monthly to use technology to promote skills of collaboration, communication, creativity, and critical thinking 13
Math teachers and teachers with the most years of teaching experience were the least likely to ask students to use technology in ways that are believed to support the development of 21st century skills 15
Nearly four in five teachers agreed that technology enhances student learning and that they have the ability to integrate technology with instruction 19
Most teachers reported having access to computers and websites needed for student use 22
A majority of teachers rated technical support as above average or excellent, but fewer than half of teachers rated technology-focused professional development as above average or excellent 22
More than half of teachers reported spending 1-8 hours in technology-focused professional development during the past year 23
Half of teachers reported that discussions of instructional technology occur frequently 23
Implications of the study findings 25
Limitations of the study 26
Appendix A. Study methodology 27
Appendix B. Descriptive statistics 35
Appendix C. Survey response frequencies 37
Appendix D. Summary of tests for mean differences 50
Appendix E. Survey items analyzed in the study 52
Notes 55
References 56
Figure 1. Nearly 9 in 10 teachers reported that students use classroom technology almost daily or weekly 12
Figure 2. Between 22 percent and 51 percent of teachers asked students at least monthly to engage in at least two different uses of technology related to collaboration, communication, creativity, and critical thinking 13
Figure 3. Between 7 percent and 62 percent of teachers asked students at least monthly to collaborate online in various ways 14
Figure 4. Between 5 percent and 35 percent of teachers asked students at least monthly to use technology to communicate in various ways 14
Figure 5. Between 13 percent and 37 percent of teachers asked students at least monthly to use technology to create various types of products 15
Figure 6. Between 24 percent and 62 percent of teachers asked students at least monthly to use technology for critical thinking in various ways 16
Figure 7. Math, arts, and physical education teachers were the least likely to ask students at least monthly to use technology for collaboration 16
Figure 8. Math teachers were the least likely to ask students at least monthly to use technology for communication 17
Figure 9. Math teachers were the least likely to ask students at least monthly to use technology for creativity 18
Figure 10. Science teachers and career and technical education teachers were the most likely to ask students at least monthly to use technology for critical thinking 18
Figure 11. Teachers with 4-9 years of teaching experience were more likely than teachers with 20 or more years of teaching experience to ask students at least monthly to use technology for collaboration 19
Figure 12. Teachers with 4-9 years of teaching experience were more likely than teachers with 20 or more years of teaching experience to ask students at least monthly to use of technology for creativity 20
Figure 13. Nearly four in five teachers agreed that technology enhances student learning and that they have the ability to integrate technology with instruction 20
Figure 14. Science teachers were the most likely to agree that technology enhances student learning 21
Figure 15. Science teachers were the most likely to agree that they have the ability to integrate technology with instruction 22
Figure 16. About 64 percent of teachers rated as above average or excellent the quality of technical support from their school, whereas 36 percent of teachers rated as above average or excellent the quality... 23
Figure 17. More than half of teachers reported spending 1-8 hours in technology-focused professional development during the past year 24
Figure 18. Half of teachers reported that discussions of instructional technology occur frequently in professional settings 24
Boxes
Box 1. Previous research on school support for technology use and teacher perceptions of school support for technology use 9
Box 2. Data and methods 10
Table A1. Topics addressing each research question and the number of survey items per topic 27
Table A2. Means and standard deviations of school-level indicators, by survey response status, 2016/17 30
Table A3. Results of logistic regression examining school-level indicators predicting survey participation 31
Table A4. Correlations, means, and standard deviations between school-level teacher response rate and scales related to technology use 32
Table B1. Number of teacher respondents, by teacher and school characteristics 35
Table B2. Number of participating schools, by size, Title I status, and locale 36
Table C1. Percentage of teachers reporting frequency of student use of classroom technology, by teacher and school characteristics 37
Table C2. Percentage of teachers asking students at least monthly to engage in technology use for collaboration, by number of technology uses and teacher and school characteristics 38
Table C3. Percentage of teachers asking students at least monthly to engage in technology use for communication, by number of technology uses and teacher and school characteristics 39
Table C4. Percentage of teachers asking students at least monthly to engage in technology use for creativity, by number of technology uses and teacher and school characteristics 40
Table C5. Percentage of teachers asking students at least monthly to engage in technology use for critical thinking, by number of technology uses and teacher and school characteristics 41
Table C6. Percentage of teachers reporting agreement or disagreement that technology enhances student learning, by teacher and school characteristics 42
Table C7. Percentage of teachers reporting agreement or disagreement that they are able to integrate technology with instruction, by teacher and school characteristics 43
Table C8. Percentage of teachers reporting access to computers, by frequency of access and teacher and school characteristics 44
Table C9. Percentage of teachers reporting that school Internet filters prevent access to needed websites, by frequency of blocking and teacher and school characteristics 45
Table C10. Percentage of teachers reporting on perceived technical support quality, by perceived quality of support and teacher and school characteristics 46
Table C11. Percentage of teachers reporting on perceived quality of technology-focused professional development, by perceived quality and teacher and school characteristics 47
Table C12. Percentage of teachers reporting technology-focused professional development time, by hours spent and teacher and school characteristics 48
Table C13. Percentage of teachers reporting on frequency of technology discussions, by frequency of discussion and teacher and school characteristics 49
Table D1. Chi-square tests of goodness of fit for proportions of teachers using technology to support 21st century skills, by skill and teacher and school characteristic 50
Table D2. Mean difference tests, by survey topic and teacher and school characteristic 51
Figure A1. Core subject teachers were more likely to respond to the survey than non-core subject teachers 33