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Since
NetDay launched efforts to bring the Internet and technology
to K-12 schools in March 1996, there has been significant progress
in connectivity levels in schools and classrooms. According to
our survey results, nearly all teachers say they have access
to computers and the Internet in their schools today and almost
as many report having access in their classrooms. However, as
our study reveals, access is not being translated yet into actual
usage for achieving educational goals.
In
this survey, NetDay identifies how teachers are utilizing their
Internet connections and computers and their comfort levels with
integrating these tools into lessons and classroom activity.
The survey also probes teachers' beliefs on the role of technology
in their own professional development, lesson planning and instruction.
With
NetDay's 2001 mission to connect every child to a brighter future
by helping educators meet educational goals through the effective
use of technology, the information provided by this survey will
be used to develop specific programs that address today's challenges
in education technology. NetDay is sharing this information with
organizations, associations, government agencies and companies
interested in education so that collectively we can better address
the challenges facing educators today in their use of technology
to achieve education results.
About
the Survey
The
survey was commissioned by NetDay and conducted by Lake Snell
Perry & Associates in conjunction with the Tarrance Group. The
survey reached 600 public and private school teachers nationwide
by telephone between January and February 2001. Professionally
trained and supervised interviewers conducted all interviews.
Telephone numbers were drawn randomly from a list of education
professionals. The sample was geographically stratified based
on the proportion of teachers in each state and the margin of
error is +/- 4 percent.
Key
Findings
Finding
#1
Teachers'
attitudes and viewpoints on the role of technology and the
Internet in education have dramatically changed in the past
couple of years. Teachers today value technology and are comfortable
with the Internet and computers.
Over
nine out of ten (94%) teachers said they are comfortable using
computers and 87% of them are comfortable using the Internet.
Geographically, urban teachers are more comfortable using computers
- 65% are very comfortable compared to 54% of suburban and 54%
of rural teachers. The majority of teachers believe that the
Internet has become important to teaching in the past two years
- 48% feel that it has become very important.
Three-fourths
of teachers agree that the Internet is a tool to use to conduct
research for standards-based instruction and 84% of the teachers
say it improves the quality of education - nearly half say it
has improved the quality a lot. Seventy-seven (77%) of teachers
believe that their peers without Internet access are at a disadvantage
and an overwhelming 64% disagree that the Internet takes away
from other important educational skills.
Despite
the high comfort levels and strong positive attitudes, 67% of
the teachers acknowledge that the Internet is not well integrated
into their classroom.
Finding
#2
Teachers
primarily use the Internet as a research tool - a big electronic
encyclopedia - and other uses of the Internet (communications,
professional development, and classroom projects) are not fully
realized yet by teachers. At this point, the potential of technology
and the Internet as a revolutionizing educational tool has
not been effectively leveraged for educational results.
Over
half of teachers (55%) turn to the Internet as a research or
information gathering tool for lessons and 58% of teachers said
that the Internet has helped them reach their research and resource
goals. Teachers who use the Internet for class projects are the
most likely sub-group to say that the Internet has become extremely
important to teaching in the past two years.
Smaller
percentages of teachers are using the Internet for communications
with other teachers (42%) or helping their students with projects
and questions (41%). Within the sub-group of teachers using the
Internet to help their students with projects, a majority (56%)
state that they frequently use the Internet for class projects
and nearly a third say it has become extremely important to teaching.
One-quarter of these teachers teach in private and parochial
schools.
Secondary
uses of the Internet include professional development, planning
activities and monitoring student work. A small percentage of
teachers, 20%, said they use the Internet to communicate with
parents. Teachers are least likely to use the Internet for chat
rooms, on-line classes or posting lesson plans online.
Over
two-thirds (67%) of teachers said that the Internet is a good
resource and moderately helpful, but hasn't changed the way they
teach. The Internet has had a greater impact on the teaching
of private and parochial school teachers - 40% said it has impacted
their teaching compared to 27% of public school teachers.
A
majority of teachers are reluctant to include the Internet when
building new or updating current lesson plans or in classroom
activities. Despite comfort levels, 57% of teachers do not include
the Internet in new lessons or in classroom projects and only
38% of teachers update existing lessons plans with materials
found online. According to those teachers we surveyed, over half
(52%) of private/parochial schoolteachers integrated the Internet
into classroom actives and lesson plans compared to 40% of public
school counterparts. Amongst public school teachers, the middle
school teacher sub-group is the most likely group to use the
Internet within instruction. Overall though, only 1/3 of teachers
- public and private - are integrating the Internet successfully
into their classroom instruction.
Finding
#3
Teachers
face significant obstacles to using the Internet as an integrated
education tool and resource. While time is the largest obstacle,
an underlining issue may be the lack of sophisticated school
leadership on how to best support teachers' efforts when using
technology.
Although
nearly all teachers report having access to the Internet, the
vast majority of teachers (78%) site lack of time as their greatest
barrier to using the Internet within the classroom. Quantitatively,
60% of teachers spend less than 30 minutes a day online. Less
than half of teachers surveyed, cite lack of equipment, speed
of access and lack of technical support as secondary barriers
to going online. In the third tier set of obstacles, teachers
site lack of knowledge about how to use the web effectively,
inappropriate materials on the web, lack of knowledge about good
access, lack of good lessons that use technology, and too much
information as reasons for not logging on. When questions arise,
teachers are most likely to turn to colleagues and peers to find
answers. Only three percent said they turn to their school site
principal for support or help with questions.
Thirty-two
percent of teachers cite lack of leadership from principals or
administrators as a hindrance to incorporating the Internet more
in education. This suggests the need for principals to receive
more support on how to best utilize technology to support education.
Although
teachers value the Internet and use it to reach their personal
research goals, nearly three-fourths (73%) said they do not feel
pressure to integrate the Internet into their classrooms. Teachers
who feel pressure tend to use the Internet in the classroom have
been doing so for less than 1 year, teach in private or parochial
schools or are older men.
Additionally,
among teachers who agree they are being encouraged to use the
Internet, 28% said the pressure came from district administrators,
26% said colleagues and peers and 14% listed students, but only
10% cited principals as the pressure points. Only 2% indicated
feeling pressure from parents.
Conclusions
Teachers
recognize the value of technology within education and are comfortable
using the Internet and computers. They turn to computers and
the Internet to when conducting research and see the Internet
primarily as a reference tool. However, they have not fully exploited
the potential of these new technologies to improve their own
productivity, to personalize learning or to impact student achievement.
One challenge educators face today is how to integrate the Internet
and technology in their classroom activities, lesson planning,
and daily activities, and move way from only using it as a reference
guide or research tool.
Teachers
today need focused professional development on how to integrate
technology into their instructional plans and how to use technology
to improve assessment and accountability within their own classroom.
This type of professional development is different. It is a skill-based
technology training, something that has been pervasive in school
and districts, and is an ongoing effort that involves modeling
and mentoring within a supportive and forward-thinking school
community. These findings suggest education technology stakeholders
need to share methods on how to integrate technology, lessons
learned from individual experiences, and collaborate on gathering
results on the impact of technology on educational achievement.
Time
was the most common barrier listed by teachers as to why they
are not utilizing the Internet and technology more frequently.
These findings suggest that if teachers have more time to spend
online, they may be better positioned to integrate materials
found online into lesson plans and to incorporate the Internet
into classroom activities. Furthermore, additional time online
may allow teachers to leverage technology to assist with other
daily duties, including organization, communication with students
and parents, and professional development.
NetDay
Approaches
Many
of the findings suggest that an underlying issue may be the lack
of sophisticated school site leadership on how best to support
teachers in their quest to improve education with technology
resources. NetDay is addressing this issue with a new national
and state-level, public service awareness campaign that will
begin in the fall of 2001.
The
NetDay Leadership Campaign for Education Technology will create
a new national awareness around the need for effective leadership
in our K-12 schools for education technology. Through the state-level
Leadership Summits on Education Technology, leaders from education,
community, government, and business will create a new knowledge
base of how to develop, nurture and promote effective models
of leadership. By sharing information from the Summits and real
stories from successful leaders through www.NetDay.org and www.NetDayCompass.org collectively,
we will develop a new paradigm for technology decision-making
and teacher support in our K-12 schools.
The
survey also highlights that teachers are still not realizing
the full potential of the Internet or technology and a majority
of them are not integrating these tools into the learning environment.
The
NetDay Community Initiatives programs are working to directly
facilitate the use of technology in the classroom and school.
These lessons learned and methods are shared through www.NetDayCompass.org
with the education community at large.
The
NetDay Community Initiatives programs are creating models of
excellence within five (5) Empowerment Zone communities on how
best to use technology to achieve educational results. This effort
is the result of several public-private partnerships that leverage
local resources to build sustainable capacity within the schools
and the community. Lessons learned and "real stories" from these
model schools are shared via www.NetDayCompass.org and through
the NetDay Leadership Summits, teachers are sharing their stories
and building up their own learning networks. The focus in the
NetDay Community Initiatives is on leveraging technology resources
at the school site so that every child benefits from a high quality
education and an opportunity to participate in the information-intensive
economy. More information about the specific programs within
the NetDay Community Initiatives can be found at www.NetDay.org.
NetDay
is a national 501(c) 3, education technology organization headquartered
in Irvine, CA. Our mission is to connect every child to a brighter
future by helping educators meet educational goals through the
effective use of technology. More information about NetDay programs
can be found at www.netday.org or
at www.netdaycompass.org.
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