TECHNOLOGY SURVEY RESULTS

Document Sample
TECHNOLOGY SURVEY RESULTS Powered By Docstoc
					TECHNOLOGY SURVEY RESULTS




        Dottie Walls

       October 7, 2003
       A Technology Survey was created and administered to the classroom teachers at Pittsville

Elementary and Middle School. Nineteen of the 30 classroom teachers (63%) at the school

participated in the survey. Six elementary school teachers (grades 3 through 5) participated as

well as 10 middle school teachers (grades 6 through 8). Three teachers who participated in the

survey teach both elementary and middle school students at the school.

       The purpose of the survey was to collect data to show the following:

 how many teachers are knowledgeable in using computers and technology for their own

   personal uses as well as how many are integrating technology into their lessons/classrooms

 the availability and kind of technology and/or computer software teachers and students are

   utilizing

 the feelings and concerns of technology integration in the classroom

       The following chart shows the number of teachers who participated in the survey and

what subject areas that the teachers teach. The six elementary teachers are shown in their

category, the three teachers who teach both elementary and middle school students are shown in

the Physical Education and the Fine Arts Categories. The other categories are marked with the

number of teachers who teach them. (*More than 19 teachers are shown in the following

subjects due to the fact that some teachers teach more than one subject.)

       Elementary Education (all subjects combined)                         __6__

       Mathematics            __2__                  Science                __*2_

       Social Studies         __2                    Language Arts          __*4_

       Second Languages       _*1__                  Fine Arts              2 (all grades)

       Physical Education     1 (all grades)         Health                 _*1__

       Computers              __1__                  Special Education      _____

       Other (Specify)        *1 Careers_______________________________________
         Of the 19 teachers surveyed, one elementary teacher, five middle school teachers, and all

three of the teachers who teach all grade levels use a computer at home at least daily (47.3%).

Four elementary school teachers and five middle school teachers and said they use a computer at

home at least once a week (47.3%). One elementary teacher never uses the computer at home.

(5.6%)

         As far as teachers using a computer at school, six elementary school teachers, eight

middle school teachers, and two teachers who teach all grade levels stated that they do so at least

once a day (84%). One teacher who teaches all grade levels and two middle school teachers use

the computers at school at least once a week (16%).

         Teachers were asked to designate what they used their computer for and whether they

used the computer for personal/business uses and/or for school purposes. The following table

shows the results:

(The following codes which will be used throughout this report.)

Elementary (E), Middle (M), and All Levels (A)

         COMPUTER USE                                    YES                    NO



Electronic Mail (e-mail)        Personal/business Use    5(E), 7(M), 3(A)       1(E), 3(M)

                               School Use                6(E), 9(M), 3(A)       1(M)

Word Processing                Personal/business Use     6(E), 9(M), 3(A)       1(M)

                               School Use                6(E), 9(M), 3(A)       1(M)

Spreadsheets, databases,       Personal/business Use     2(M), 2(A)             6(E), 8(M), 1(A)

                               School Use                4(E), 3(M), 1(A)       2(E), 7(M), 2(A)

Desktop Publishing             Personal/business Use     4(E), 4(M), 2(A)       2(E), 6(M), 1(A)

                               School Use                3(E), 3(M), 2(A)       3(E), 7(M), 1(A)
Multimedia Programs           Personal/business Use      2(E), 3(M)             4(E), 7(M), 3(A)

                              School Use                 2(E), 3(M), 3(A)       4(E), 7(M)

Writing/Drawing Programs       Personal/business Use     1(E), 2(M), 2(A)       5(E), 8(M), 1(A)

                              School Use                 2(E), 2(M), 1(A)       4(E), 8(M), 2(A)

Simulation Programs           Personal/business Use      3(E)                   3(E), 10(M), 3(A)

                              School Use                 1(E)                   5(E), 3(A)

Tutorial Programs             Personal/business Use      2(E)                   4(E), 10(M), 3(A)

                              School Use                 2(E), 1(M)             4(E), 9(M), 3(A)



       Electronic mail and word processing are the top uses for all teachers, and the simulation

applications and tutorials are what teachers stated that they used the least. Categories and/or

computer uses not shown in survey but specified by two teachers 1(E) and 1(A) are

programs/applications for viewing and manipulating pictures such as Picasa, Microsoft Picture

It, and Photo Shop and by another teacher (A) who uses children’s games and encyclopedias on

the computer.

       The next topic, Internet Usage, showed that all 19 teachers surveyed use the Internet for

personal/business and all except for 2 middle school teachers use the Internet for school. The

breakdown for the how the Internet is used by the teachers is shown in the following table.


Internet Use            Elementary School          Middle School            Elementary and Middle
                        Teachers                   Teachers                 Teachers
Research                          6                         10                        3
Tutorials                         1                          1
E-Mail                            6                          9                         3
Games                             2                          3                         1
Browsing                          6                          4                         2
Chat Rooms                                                   1
WebQuests                          2                         3
       Other uses specified by 2 middle school teachers were creating and using Hotlists and

Treasure Hunts as well as creating worksheets, quizzes, and tests. One teacher who teaches both

elementary and middle school also uses the Internet to read the news.

       As far as the number of computers in the teachers’ classrooms, 5 out of the 6 elementary

school teachers have 2 computers in their classroom and 1 elementary teacher only has one

computer in his/her classroom. Seven middle school teachers have 1 computer in their

classroom, 2 of them have 2 computers, and 1 (the computer teacher in the middle school

computer lab) has 32 computers.

       The following table shows how often the students use the computers in their classrooms.

                                Never      At Least       At Least          At Least   At Least
                                           Yearly         Monthly           Weekly     Daily
Elementary School                          2              2                 2
Classrooms/Teachers
Middle School                   7          1              1                            1
Classrooms/Teachers
Elementary & Middle                        1                                1          1
Classrooms/Teachers


       The results indicated that elementary teachers are having their students use the classroom

computers more that the middle school students. The teachers who have their students use the

computers daily are the middle school computer teacher and one of the Fine Arts teachers who

teaches both elementary and middle school students.

       Teachers were asked to check all the categories that apply to their students using the

computers in their classrooms. The following table shows the number of teachers who

designated that their students are using the computers in the classrooms:
Elementary (E), Middle (M), and Elementary and Middle (A)

Classroom Computer Use                                                                  E   M     A

to organize and store information                                                       2   2     1
to collect data and perform measurements                                                2   2
to manipulate/analyze/interpret data                                                    1   2
to communicate information as the result of investigations                              2   2
to create visual displays of data/information (e.g., graphs, charts, maps)              1   2     1
to plan, draft, proofread, revise, and publish written text                             2   2
to create graphics or visuals of non-data products (e.g. diagrams, pictures, figures)   2   1     1
to create visual presentations                                                              2
to perform calculations                                                                     1
to create models or simulations                                                         1
to support individualized learning                                                          1     1
for remediation for basic skills                                                        2   1
to compensate for a disability or limitation                                            1

       One elementary school teacher added that he/she has her students take reading tests and

play educational games on his/her classroom computers (2). One teacher who teaches both

elementary and middle school students (Fine Arts) has his/her students use the classroom

computers (2) for signs, photos (digital), and pictures for project ideas.

       In regards to students having access to a computer lab, the following results are shown:

Elementary School – Three of the six teachers surveyed do not know if their students have access

to a computer lab. One teacher checked “yes” and two teachers checked “no”.

Middle School – Nine of the ten teachers surveyed stated that their students have access to a

computer lab, but one teacher stated he/she didn’t know.

Elementary/Middle School – Two of the teachers who teach all students stated that they did not

have access to a computer lab, and one checked “yes”.

       The following table shows information about how often teachers designated that their

students could use the computer lab and how often that they actually do use it:
                       Never     At Least    At Least    At Least    At Least       Don’t
                                 Yearly      Monthly     Weekly      Daily          know
Elementary Teachers

Students could use                   1            1          3                               1

Students do use           3          3

Middle Teachers

Students could use                                1          3              1           5

Students do use           4          3            1          1              1

Elementary/Middle
Teachers

Students could use                                           2                          1

Students do use           3




        Teachers were also asked to designate what other technology equipment they use besides

 computers. The results are shown in the following table:

 Type of Equipment                            Elementary         Middle         Elementary/Middle
                                              School             School         Teachers
                                              Teachers           Teachers
 Liquid Crystal Display (LCD) Projector       1                  2              1
 Scan Converter                               1                  2
 Digital Camera                               3                  1              2
 Scanner                                                         1              2
 Video Camera/Camcorder                       2                  6              3
 Video Cassette Recorder                      6                  8              2
 Compact Disc Player                          4                  4              2



        The teachers were asked to rate the importance of using technology in their classrooms

 and if they thought that students benefit from using technology. Results are shown below:
Importance of Using               Not Important At All   Somewhat Important      Very Important
Technology

Elementary School Teachers        1                      2                       3

Middle School Teachers            2                      5                       3

Elementary/Middle School                                 1                       2
Teachers



Teachers Who Believe That Students              Yes          No
Benefit From Using Technology

Elementary                                      6
Middle                                          9            1
Elementary/Middle                               3


       Teachers were asked to respond to statements that dealt with the their feelings, concerns,

and actions of integrating technology in their classrooms. More than one response could be

designated. The number of teachers who responded are shown in the results below:

Statements                                                   Elementary    Middle    Elementary/
                                                                                     Middle

Not aware of the technology available and/or am ready to     1
use it
Want to learn more about technology and how to use it        4             4         1
with my students
Want practical suggestions to help me learn to use,          6             9         1
organize, and implement technology
Use technology with my students because of the positive      3             5         2
impact on learning
Use technology with my students but want to know the         2             1
impact on learning
Would like to share lessons and ideas with other teachers    5             3



       Lastly, the teachers were asked to prioritize statements ranking them from the most

important to the least important as to what will help them the most in using and integrating

technology in their classrooms.
Rankings

Rated #1

(Showing how many teachers rated the following statements as being the most important)

Number of Teachers      Statement That Was Rated As #1

1(E), 4(M), 1(A)        Work with a technology coach on an as-needed basis

3(E), 2(M), 1(A)        Meet with teams and other teachers on a regular basis to plan for the
                        implementation and assessment of technology-rich curricular lessons
1(E), 3(M)              Receive handouts of ideas for technology topics

1(E), 1(M), 1(A)        Attend after school in-services to gain information on available software
                        and applications

Rated #2

(Showing how many teachers rated the following statements as being next to the most important)

Number of Teachers      Statement That Was Rated As #2

2(E), 3(M)              Work with a technology coach on an as-needed basis

1(E), 2(M)              Meet with teams and other teachers on a regular basis to plan for
                        the implementation and assessment of technology-rich curricular lessons
2(E), 2(M), 3(A)        Receive handouts of ideas for technology topics

1(E), 3(M)              Attend after school in-services to gain information on available
                        software and applications

Rated #3

(Showing how many teachers rated the following statements as being next to the least important)

Number of Teachers      Statement That Was Rated As #3

1(E), 2(M), 2(A)        Work with a technology coach on an as-needed basis

1(E), 4(M)              Meet with teams and other teachers on a regular basis to plan for
                        the implementation and assessment of technology-rich curricular lessons
1(E), 1(M)              Receive handouts of ideas for technology topics

3(E), 3(M), 1(A)        Attend after school in-services to gain information on available
                        software and applications
Rated #4

(Showing how many teachers rated the following statements as being the least important)

Number of Teachers     Statement That Was Rated As #4

2(E), 1(M)             Work with a technology coach on an as-needed basis

1(E), 2(M), 2(A)       Meet with teams and other teachers on a regular basis to plan for
                       the implementation and assessment of technology-rich curricular lessons

2(E), 4(M)             Receive handouts of ideas for technology topics

1(E), 3(M), 1(A)       Attend after school in-services to gain information on available
                       software and applications


       In summary of the ratings, about one-third of the teachers surveyed ranked Statement # 1

(Work with a technology coach on an as-needed basis), and another third of the teachers

surveyed ranked Statement #2 (Meet with teams and other teachers on a regular basis to plan for

the implementation and assessment of technology-rich curricular lessons) as being the most

important in helping them in using and integrating technology in their classrooms.



Conclusion

       In conclusion, the survey results show that every teacher who participated in the survey

uses a computer at home or at school. About half of the teachers surveyed use their computer at

home on a daily basis, and everyone except for one person uses a computer at home at least

weekly. Almost 85% of those surveyed use the computer at school on a daily basis. The other

15% use the computer at school at least weekly. This shows that all of the teachers surveyed are

somewhat knowledgeable in using computers and technology either for their own personal uses
and/or for school. As stated earlier and shown in the survey results, teachers are using computers

mostly for electronic mail and word processing, and they are using the Internet mostly for

research, browsing, and electronic mail.

       The survey results also show that every teacher has at least one computer available in

his/her classroom, some with two computers, and that there is a middle school computer lab with

32 computers. Unfortunately, the students are not using the computers very much. Only eight

out of the 19 teachers surveyed (42%) stated that their students used the computers at least

monthly. Seven of the 10 middle school teachers surveyed (70%) said that their students never

use the computer/s in their classrooms. When the students did use the computer in the

classrooms, they performed or completed the various tasks as shown in the Classroom Computer

Use Chart doing things such as organizing and storing information, collecting data and

performing measurements, manipulating/analyzing/ interpreting data, communicating

information as the result of investigations, etc.

       According to the survey, six of the 19 teachers surveyed (31%) stated that they did not

know if their students had access to a computer lab. Ten of the 19 teachers surveyed (52%)

stated that their students never use the computer lab at their school. Even though “research

indicates that computer technology can help support learning, and that it is especially useful in

developing the higher-order skills of critical thinking, analysis, and scientific inquiry”, many

teachers are still lacking in the area of implementing technology in their classrooms (Roschelle,

Pea, Hoadley, Gordin, Means, 2000). It seems that about one-third of the teachers at Pittsville

Elementary and Middle School are not even aware of the resources available to them, or maybe

there is a possibility that the teachers don’t have the desire or the ability to use technology.

Teachers have used video cameras/camcorders, videocassette recorders, and compact disc

players, but other technology seems to be lacking. Only three to five teachers designated that

they use a scanner, digital camera, scan converter, or a liquid crystal display projector. Almost
half of the teachers feel that using technology in their classrooms is only somewhat important.

Three of the teachers surveyed (33%) stated that they did not think that using technology in their

classrooms was important at all.

       As the middle school computer teacher and as a result of this survey analysis, I have

already explained (at our in-service this past Monday) and e-mailed the teachers at my school the

times that the middle school lab is open and readily available to them and their students. I also

offered my assistance in helping them come up with ideas and suggestions for integrating

technology in their classrooms. It would be ideal if I could be a “computer coach” like Diane

Doersch at Shattuck Middle School in Neenah, Wisconsin (Doersch, 2002). I believe that the

teachers need ongoing support so that they can become confident and motivated to integrate

technology in their classrooms. One-time workshops and/or sessions are not enough.

       Most of the teachers surveyed want practical suggestions to help them learn to use,

organize, and implement technology and/or want to learn more about technology and how to use

it with their students. The teachers also think that having a technology coach on an as-needed

basis and being able to meet with teams and other teachers on a regular basis to plan for the

implementation and assessment of technology-rich curricular lessons will help them in using and

integrating technology in their classrooms.

Issues That May Have Affected Results

       Teachers seem to be overwhelmed with things to do. It seems that there is always

something new or something more to add to their list. When I e-mailed to ask the teachers to

complete my survey, I was apprehensive and afraid that many would not return it. One teacher

told me I should have attached a dollar to each one. I was happy to receive 19 surveys from the

30 teachers at my school. I tried to make the survey as easy as possible for the teachers to

understand, especially for those who are not as computer literate or technology savvy as others.

One problem, besides the lack of time (one full week, including a weekend), may have been due
to the fact that the technology coordinator at my school also implemented a technology survey

the same week (one day later) as I did. I still believe that I was able to get a fair sample from my

school.

Recommendations

          Eventually, I would like to present a technology session to the teachers and staff at my

school, but right now, I don’t believe the teachers at my school are ready. I would really like to

show the results of my survey to them, but I would not want to offend anyone.

          Currently, the technology coordinator at my school is offering mini-sessions after school

to provide training for various applications/programs such as Gradebook Plus, Microsoft Word,

Groupwise, etc. We also have a new technology coordinator for the county and a link on

Wicomico County Board of Education’s web page to elicit help with technology, for technical as

well as software issues and concerns. I believe however, that teachers need more than one-time

training sessions and/or a link for help; I think that teachers need ideas with lesson plans that

correspond with the content standards right at their fingertips. I hear teachers saying all the time

that they don’t have time to make up lessons to utilize technology or that they don’t know how or

where to begin. Maybe the computer coach idea would be good way to at least get teachers

hooked on the technology idea and eventually want to implement technology on their own.

Even though that job would be time-consuming, I can see myself enjoying the task of helping

teachers learn how to effectively use technology in their classroom.
                                      Bibliography


Doersch, Diane. (2002, November). Put Me In, Coach! Learning & Leading with
Technology. Volume 30, Number 3. (pp. 46-49)

Roschelle, Jeremy M., Pea, Roy D., Hoadley, Christopher M., Gordin, Douglas N., Means,
Barbara M., (2000). Changing How and What Children Learn in School with Computer-
Based Technologies. The Future of Children. Children and Computer Technology. Vol. 10
No. 2.. Retreived from http://www.futureofchildren.org

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:16
posted:2/5/2012
language:English
pages:14