[Bridging_the_digital_divide] Teachers: Limited time, access cut school tech use

[Jason Barkeloo]

Teachers: Limited time, access cut school tech use
  By Corey Murray, Assistant Editor, eSchool News
  June 24, 2004

Classroom teachers are using technology more than ever before to 
improve teaching and learning. But even as their sophistication with 
computers and the internet grows, other barriers are keeping them from 
using technology to its full potential, according to a survey released 
June 22 at the National Educational Computing Conference in New 
Orleans.

  Gone are the days when teachers claimed ignorance and blamed their 
inability to bridge the digital divide on a sheer lack of technology 
know-how. These days, a lack of time during the school day, too few 
school computers, and complex security measures--including school 
firewalls and filtering systems--are among the biggest impediments to 
effective technology integration, survey respondents said.

  Following up on the success of its National Speak Up Day for Students, 
NetDay, a nonprofit supporter of educational technology in schools, 
released the results of its Speak Up Day for Teachers, an online survey 
of 11,132 teachers representing 885 schools across all 50 states, the 
District of Columbia, and several U.S. Department of Defense schools 
overseas.

  The survey, which educators were invited to take on line, was intended 
to give U.S. teachers in all grades and disciplines an opportunity to 
speak their minds about technology in schools and at home.

  "The results of the Speak Up Day for Teachers survey provide a rich 
snapshot of how teachers view the use of technology in the educational 
process," said NetDay's chief executive officer, Julie Evans. "We hope 
this effort will raise awareness about the importance of the teacher as 
a key stakeholder in technology decisions."

  Although 98 percent of survey respondents said they had at least one 
internet-connected computer in their classrooms for professional use, 
most respondents said there isn't enough time in the day to take 
advantage of the technology and that a shortage of computers for 
students still retards achievement.

  Lack of time in the school day ranked No. 1 among obstacles preventing 
teachers from using the internet for professional tasks, but computer 
filters and firewalls also were factors, respondents said, adding that 
these security measures too often keep teachers from accessing good 
educational content online. Complex computer security was a frustration 
also cited in a student portion of the survey, Evans said.

  Curiously absent from the list of obstacles was any mention of 
inadequate technology skills. According to Evans, the idea that 
educators would even classify filters and firewalls as a bother is 
evidence that their familiarity with technology has advanced well 
beyond the scope of such basic functions as word processing and 
printing.

  In schools, educators rely on hardware and software to assist with a 
wide array of critical functions, she said; here are some of the key 
tasks respondents assigned to technology:
	• 	 Improving teaching and learning--49 percent

	• 	 Communicating with others--24 percent

	• 	 Managing the classroom--16 percent

	• 	 Implementing professional development--4 percent

  Survey respondents said the internet is a treasure trove of new 
learning materials. Twenty-two percent of educators said they "always" 
use the web to help refresh old lesson plans and construct new 
classroom activities, and 53 percent said they consult the internet at 
least "some of the time." Only 3 percent said they "never" use the 
internet when devising new models for learning.

  Technology is used to perform a myriad of administrative chores as 
well. Among teachers, the most popular uses cited included 
communicating with colleagues, creating tests and handouts, keeping 
records, and researching information for students.

  Teachers also rely on technology to help them meet the demands of the 
No Child Left Behind Act, according to the survey, and 78 percent of 
respondents classified technology as essential to achieving state and 
federal targets.

  But merely having the technology in place is only part of the 
solution, respondents agreed: Success also depends on how well 
administrators can articulate a vision of how technology can be used in 
their schools. Management support, respondents reported, generally is 
good.

  Seventy-five percent of teachers who responded to the survey said 
their current school and working conditions mostly encourage the use of 
technology, compared with just 4 percent who said the use of technology 
is discouraged.

  What's more, 35 percent of respondents said their administrators 
consider technology their No. 1 priority. Fifty percent said it was of 
modest concern, and only 3 percent said technology was not a priority 
at all.

  Regardless of how willing school and district leaders are to pursue 
technology initiatives, teachers who took the survey agreed that a 
decline in access to technology would make their jobs more difficult.

Despite criticisms that students sometimes abuse classroom 
technologies, using the internet to find easy answers to difficult 
questions and occasionally cheating on tests, for example, the 
benefits--at least, in the minds of those teachers responding--far 
exceed the potential drawbacks, the survey said.

  Teachers said technology has enabled them to build stronger lesson 
plans, engage students more effectively, meet the needs of individual 
learners more fully, and communicate more clearly with parents, among 
other benefits.

  Eighty-nine percent of educators reported that losing access to the 
internet would have some sort of impact on their teaching and 
professional responsibilities--with classroom access being especially 
important.

  In fact, 63 percent of educators reported they are more likely to use 
classroom-based technology for professional purposes, such as designing 
new lesson plans or sending eMail messages to concerned parents. Only 
19 percent prefer to perform such duties from their home computers.

  Computers boost students'
test scores, teachers say


Nearly two-thirds of K-12 teachers say the availability of computers 
improves student performance on standardized tests, yet they do not 
believe they have enough computers for their students in their 
classrooms, according to the second annual Teachers Talk Tech survey 
released June 22 by CDW Government Inc. (CDW-G), a provider of 
technology solutions to federal, state, and local governments and 
educators.

  The CDW-G survey validates the results of NetDay's Speak Up Day for 
Teachers study, released one day earlier.

  Sixty-two percent of respondents to the Teachers Talk Tech survey--an 
increase of 8 percent over last year--said the use of computers 
improved student performance on standardized tests. Teachers also made 
it clear that to achieve the advantages afforded by technology, they 
need additional training and adequate equipment for their students.

  While teachers as a whole believe computers aid student performance, 
77 percent report they only have a few computers in the classroom, 
which students have to share. Teachers at schools with more than 2,000 
students are more likely to say they need "a lot more" computers in the 
classroom.

  "Technology has become ingrained in the educational process. It 
increases teacher productivity on a daily basis, enhances student 
performance on key subjects, and improves student results on 
standardized tests," said Chris Rother, vice president of education at 
CDW-G, who released the findings of the company's second annual 
Teachers Talk Tech survey at the National Education Computing 
Conference in New Orleans. "Teachers recognize the many benefits of 
technology, yet they are telling us they don't have enough computers or 
good enough software to realize technology's full potential."

  Mixed grades were given by teachers to the quality of the hardware and 
software available at their schools. Only 54 percent of teachers rank 
their hardware as good or excellent, and just 45 percent gave high 
marks to the software. As for making the most of technology's 
capabilities, 79 percent of teachers say they need more training.

  Links:
More on the survey.
  Educators are even less likely to use technology in a community 
setting. Just 4 percent of respondents said they preferred to use 
technology to perform professional duties in a teacher-designated work 
area. Only 3 percent said they prefer to work in school computer labs, 
and the same percentage reported they prefer to work in public 
libraries.

  But teachers' use of technology isn't limited to professional pursuits 
alone. Much like the nation's students, those teachers surveyed said 
technology plays an integral role in their personal lives as well.

  Ninety-three percent of respondents access the internet from their 
homes, the survey said. Many reported they still are using only dial-up 
connections, but smaller groups said they have graduated to high-speed 
cable (24 percent) and DSL (20 percent) hook-ups.

  Nearly all of the educators (93 percent) said they use technology at 
home for personal use, but only 50 percent reported spending between 
one and five hours a week on school-related activities.

  Contrary to popular opinion, younger educators aren't the only ones 
embracing the use of technology. According to the survey, older 
teachers are just as enthusiastic as their younger counterparts.

  Given that 55 percent of respondents to the online survey were 40 or 
older, and more than a third had at least 16 years of classroom 
experience, the survey would seem to indicate that veteran educators 
feel strongly about the use of technology in schools, Evans said. 
Having already found a comfort zone in their classrooms and with their 
students, she added, some veteran educators probably would be more 
inclined to test out new solutions than their younger colleagues, who 
might still be learning the ropes.

  Considering the way the survey was administered, it's fair to ask 
whether the results are representative of all teachers. Evans concedes 
the findings probably lean in favor of ed-tech proponents, but a number 
of school districts required all teachers to participate, regardless of 
their orientation to technology--thus ensuring at least a somewhat 
representative sample.

  Where teachers reported receiving their technology training also was 
revealing. According to the survey, 37 percent of educators contend 
that preservice training did nothing at all to prepare them to use 
technology effectively in the classroom. Forty-four percent said they 
were "somewhat prepared," but only 18 percent said the training they 
received in college left them "fully prepared" to use technology in 
their lessons.

  Professional development provided by the school district was somewhat 
more effective, respondents reported. Thirty-five percent said the 
training they've received since becoming a teacher has them "fully 
prepared" to use technology. Fifty-six percent classified themselves as 
"somewhat prepared," and just 7 percent said in-service training has 
been no help at all.

  NetDay plans to break the survey responses out anonymously by school 
system, so administrators can use the results to help them achieve 
district goals, Evans said. District technology leaders hope the 
findings will provide a clearer picture of educators' needs, she said, 
so administrators can plan for the coming school year.

  "I am really trying to get an idea of the sense teachers have for what 
is useful to them in the classroom," said Thomas Nemmer, director of 
technology for the Hamburg Central School District in New York. "Like 
many other school districts, we have a base of technology in place that 
is aging, and we are struggling to find the dollars to replace the old 
while we anticipate the new. I will try to use this feedback with my 
board of education to make a case for technology as an appropriate tool 
in this new world of No Child Left Behind."

  Jim Hirsch, associate superintendent for technology at the Plano 
Independent School District in Texas, said his district "needed good 
information on how teachers are using technology resources at work and 
at home, so we can provide even better support for their use."

  Added Hirsch: "I plan to provide an overview of the results to our 
school board and cabinet and use the information to inform our district 
technology steering committee as it begins the process of planning and 
budgeting for professional development and other technology 
initiatives."

  Speak Up Day for Teachers is supported through a grant and in-kind 
support from BellSouth Corp. and through the outreach support of Apple 
Computer Inc., Sun Microsystems Inc., and Google Inc.

http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5131

---

Jason Barkeloo
President
TouchSmart Publishing
http://www.touchsmart.net
tele 513.225.8765


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