The Internet, Technology and Teachers

1
The Internet, Technology and Teachers NetDay
Survey Results 7th Annual K-12 School Networking
Conference February 27, 2002
Julie Evans Chief Executive Officer
2
NetDay Mission

• NetDay is a national nonprofit organization
  dedicated to connecting every child to a brighter
  future by helping educators meet educational
  goals through the effective use of technology.
• We achieve this mission through
• Hands-on activities within our communities
  initiatives
• Modeling of best practices to build sustainable
  and scalable efforts
• Dissemination of information and knowledge
  through web initiatives
• Facilitation of leadership development within our
  K-12 schools

3
Our Questions

• What is the teachers access to the Internet?
• How is the Internet being used as a teaching
  tool?
• What has been the impact of the Internet on
  education?
• What are the obstacles to more extensive Internet
  usage in education?
• What should the focus be today to help educators
  effectively use technology to impact educational
  results?

4
About the Survey

• National survey of 600 public and private school
  teachers
• Stratified geographically based on the proportion
  of teachers in each state. The data were weighted
  by gender, region, age and race
• Margin of error for this survey is /- 4.0
  percent
• Bi-partisan poll conducted by Lake Snell Perry
  Associates and The Tarrance Group in Jan. - Feb.
  2001

5
Survey Results

• We will review some of the results within these
  categories
• Context Background
• Internet as a Teaching Tool
• Impact on Education
• Barriers to Integrated Usage

6
Nearly every teacher surveyed has access to the
Internet at their schools.
Over nine out of ten of all demographic groups
say they have access to the Internet in their
schools.
97
3
yes
no
7
There is a 12 point difference between teachers
who use a computer in the classroom those who
have access to the internet in the classroom.
92
80
Among those who have computers, 85 have internet
access.
Over eight out of ten teachers in every
demographic group say they use a computer in
their classrooms.
20
8
yes
no
yes
no
8
Eight out of ten teachers have access to the
Internet at home.
At least seven out of ten teachers in every
demographic group have internet access at home.
80
20
yes
no
9
Majority of teachers with Internet access in
schools or classrooms, use it for less than 30
minutes per day.
less than 30 minutes 30 minutes to 1 hour one to
three hours more than three hours not at
all dont know
60
27
6
2
Across every demographic group half or more are
using the Internet for less than 30 minute per
day.
4
1
10
History teachers spend more time on the Internet,
while English teachers spend the less time.
Percentage of Teachers Who Use the Internet 30
Minutes or Less Per Day
11
Survey Results

• Context Background
• Internet as a Teaching Tool
• Impact on Education
• Barriers to Integrated Usage

12
Nearly all teachers say they feel comfortable
using computers.
How comfortable do you feel using computers
very comfortable, somewhat comfortable, not too
comfortable or not comfortable at all?
comfortable
not comfortable
darker shades greater intensity
13
Nearly nine out of ten teachers say they feel
comfortable using the Internet - including over
half who say they feel very comfortable.
78
87
The overwhelming majority of all demographic
groups are comfortable using the Internet.
12
1
54
comfortable
not comfortable
dont know
darker shades greater intensity
14
The majority of teachers who use computers or the
Internet in their classrooms, have been doing so
for less than three years.
9
less than six months six months to one year one
to three years more than three years
74
13
52
25
15
The majority of teachers believe the Internet has
become important to teaching over the last two
years - 48 believe it is very important.
33
30
Mean 7.2
15
9
12
1
10
8-9
0-4
5
6-7
scale
dont know
16
Teachers agree the Internet gives them an
advantage and that computers and access to the
Internet improve the quality of education.
agree
disagree
net
Teachers without Internet access in the classroom
are at a disadvantage Computers and access to the
Internet improve the quality of education The
Internet is an important tool and help me find
new resources to meet new standards
77
56 69 52
-21
84
-15
-23
75
Darker shades greater intensity
17
Despite comfort levels, two thirds believe the
Internet is not well integrated into their
classroom.
How well integrated do you think the Internet is
in your classroom very well integrated, well
integrated, somewhat well integrated, not too
integrated, or not integrated at all?
Strong majorities in ever demographic groups
think it has not been well integrated.
67
32
-35
1
16
16
Integrated
not integrated
dont know
darker shades greater intensity
18
Teachers most often use the Internet as a
research tool, for communication with other
teachers, to help students with projects.
How often do you use the Internet in this manner
-- always, very often, somewhat often, not too
often, or not at all?
As a research or information gathering tool for
lessons For communication with other teachers To
help students with their projects or to answer
their questions
55
42
41
19
Secondary uses include professional development,
for planning and monitoring student work.
36
As a professional development tool As a planning
tool for calendars, bookmarks and
addresses Monitoring student work
30
22
20
Teachers are least likely to use the Internet for
chat rooms, on-line classes, and posting lessons
plans.
20
For communication to parents For posting lesson
plans For taking an on-line class For chat rooms
18
13
10
21
Survey Results

• Context Background
• Internet as a Teaching Tool
• Impact on Education
• Barriers to Integrated Usage

22
Two thirds of teachers see the Internet as a good
resource, but not a fundamental change to the way
they teach.
The internet is a revolutionary new tool and has
changed the way I teach. The internet is a good
resource and moderately helpful, but hasnt
changed the way I teach. The internet is a
distraction to teaching and takes away from what
I am trying to accomplish.
29
67
3
Teachers most likely to say the internet has
fundamentally changed the way they teach tend to
always use the internet in class projects (72),
view the internet as primarily and educational
tool (46), live in large cities (44), and use
the internet at school 30 min. to 1 hour (42).
23
A majority of teachers are less likely to include
the Internet when they build new lessons or
engage in classroom projects.
As you build new lessons or engage in new
classroom projects, do you always include an
Internet component, sometimes include an Internet
component, occasionally include an Internet
component, or never include an Internet component?
57
-15
42
Majority of those that include Internet teach
grades 6-8.
1
25
13
always/sometimes
dont know
never/occasionally
darker shades greater intensity
24
Teachers are even less likely to update lesson
plans with materials found on the Internet.
62
-24
38
0
16
11
always/sometimes
dont know
never/occasionally
darker shades greater intensity
25
Private and parochial school teachers have been
impacted more by the Internet than their public
school counterparts.
Public
Private/Parochial
26
Private and parochial school teachers are more
likely to include the Internet in class projects
and update lesson plans with information from the
Internet, than teachers in public schools.
Private/Parochial
percentage always/sometimes
27
Survey Results

• Context Background
• Internet as a Teaching Tool
• Impact on Education
• Barriers to Integrated Usage

28
Time is biggest obstacle to using the Internet.
Lack of equipment, technical support and speed of
access are secondary.
net
78
60 -2 4 -5
lack of time lack of equipment speed of
access lack of technical support
47
50
46
darker shades greater intensity
29
In a third tier, teachers place inappropriate
materials, lack of knowledge about using the web
effectively, good access and technology.
net
inappropriate material on the web lack of
knowledge about how to use the web
effectively lack of knowledge about good
access lack of good lessons that use
technology too much information lack of
leadership from the principal or administrators
-13 -8 2 -1 -10 -32
41
44
49
47
43
32
darker shades greater intensity
30
The vast majority of teachers do not feel
pressure to use the Internet in their classroom
instruction or curriculum.
73
26
14
12
1
yes, a lot
yes, a little
dont know
no
31
Those who feel pressure say it comes primarily
from district administrators and peers.
From whom do you feel the most pressure to use
the Internet in your classroom instruction or
curriculum?
28
district administrators colleagues
peers students principals yourself parents librari
ans media coordinators associations unions
26
14
10
6
Question asked only of teachers who indicated
they feel pressure to use the Internet in their
classroom instruction or curriculum.
2
2
1
32
The majority of teachers often have questions
when using the Internet.
57
At least four out of ten across demographic
groups say they often have questions.
42
15
0
20
13
often
dont know
not often
darker shades greater intensity
33
Teachers turn to colleagues first, followed by
librarians when they have questions about the
Internet.
50
colleagues peers librarians media
coordinators others district administrators studen
ts principals parents associations unions
24
12
6
Every group would turn first to colleagues and
peers.
4
3
3
1
34
Some Conclusions

• Teachers value technology within education and
  are comfortable using it
• Teachers are primarily using the Internet as a
  research tool
• Time and leadership challenges need to be
  addressed
• The potential of the Internet has not been
  realized as a way to
• Improve educator productivity
• Personalize learning
• Impact student achievement

35
Proposed Solutions

• Teachers need focused professional development on
  how to use technology within instruction to
  impact educational results
• Teachers need time to learn, time to explore and
  time to plan for technology integration and
  support from school leaders for that process

36
Proposed Solutions

• School leaders need to understand how to leverage
  technology resources for academic achievement and
  accountability
• The education community needs to share
  information and knowledge on how to effectively
  utilize technology to gain educational results

37
The NetDay Approach

• Helping to build model schools where school
  leaders and teachers effectively integrate
  technology into instruction and assess
  educational impact (NetDay Community Initiatives)
  
• Sharing lessons learned and real stories that
  provide meaningful best practices and
  information for modeling new strategies
  (NetDayCompass.org)

38
The NetDay Approach

• National effort to develop, nurture and promote
  leadership models for education technology
  (NetDay Leaders)
• Collaboration with other stakeholders to develop
  private-public partnerships that impact the
  effective use of technology within education
  (conferences and partnerships)
• Facilitate a new knowledge base for all education
  stakeholders (NetDayCompass.org, NetDay Leaders)

39
The Internet, Technology and Teachers NetDay
Survey Results 7th Annual K-12 School Networking
Conference February 27, 2002
Visit us at www.NetDay.org