How Teachers Are Using Technology at Home and in ... - Prisa Digital

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About the Pew Research Center’s Internet & American Life Project The Pew Research Center’s Internet & American Life Project is one of seven projects that make up the Pew Research Center, a nonpartisan, nonprofit “fact tank” that provides information on the issues, attitudes and trends shaping America and the world. The Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies. It does not endorse technologies, industry sectors, companies, nonprofit organizations, or individuals. While we thank our research partners for their helpful guidance, the Pew Internet Project had full control over the design, implementation, analysis and writing of this survey and report. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT ® and the Advanced Placement Program ® . The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. About the National Writing Project The National Writing Project (NWP) is a nationwide network of educators working together to improve the teaching of writing in the nation's schools and in other settings. NWP provides highquality professional development programs to teachers in a variety of disciplines and at all levels, from early childhood through university. Through its nearly 200 university-based sites serving all 50 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, NWP develops the leadership, programs and research needed for teachers to help students become successful writers and learners. For more information, visit www.nwp.org. p e winter n e t .o r g 10
I. Introduction This study is the Pew Research Center’s Internet & American Life Project’s first extensive examination of teachers’ perceptions of the positive and negative impacts of a rapidly evolving technological environment on teachers’ professional activities and how that new environment has impacted teachers’ own tech use. This research was developed to explore not only teachers’ assessments of students’ research and writing habits, but also the broad impacts of digital technologies on their students, and the extent to which teachers incorporate digital technologies into classroom pedagogy. It builds on prior Pew Internet research on the growing use of the internet and digital tools among both adults and teens in the U.S., and looks closely at teachers’ technology adoption as it compares to the adult population as a whole. Pew Internet’s prior research on adult and teen internet use The current study builds on Pew Internet’s extensive research on how U.S. adults and teens gather information online, communicate using digital tools, and use these tools for their own training and education. Pew Internet’s prior surveys have shown that: Online information gathering (in the form of search engine use) tops the list of the most popular online activities, along with email Adults as well as teens have become increasingly reliant on mobile tools, particularly smartphones, to communicate and engage with online content Social networking has become one of the most popular online activities with teens and adults. While teens and young adults initially led the foray into this online social milieu, the past several years have seen particular growth in social network site use among older adults Both teens and adults are heavily engaged in consuming and curating online video and pictures, and remixing the content available online into their own creations Texting has become the major form of communication among 12-17 year-olds in the U.S., and is growing dramatically among adults as well Given these trends, we felt it would be useful to examine how teachers as a population are experiencing these digital disruptions. These are important questions, as educators remain a main point of contact for teens growing up in the new digital ecosystem. The extent to which their teachers use, understand, and are critical of or optimistic about these tools all shape how often and how effectively digital tools are used in today’s classrooms. This is the second of three reports emerging from the study. Issued in succession, the three reports are guided by the following questions: p e winter n e t .o r g 11
Page 1 and 2: FEBRUARY 28, 2013 How Teachers Are
Page 3 and 4: Teachers most commonly use digital
Page 5 and 6: There are notable generational diff
Page 7 and 8: Despite their heavy tech use, 42% o
Page 9: are incorporating classroom technol
Page 13 and 14: II. Teachers’ Own Use of the Inte
Page 15 and 16: Older AP and NWP teachers are more
Page 17 and 18: Teachers are heavy texters compared
Page 19 and 20: Teachers are heavy social network s
Page 21 and 22: discourage students from finding an
Page 23 and 24: As with all adult internet users, G
Page 25 and 26: AP and NWP teachers are also very d
Page 27 and 28: Younger teachers are the most likel
Page 29 and 30: Science teachers are most likely to
Page 31 and 32: Overall, how confident are you in y
Page 33 and 34: female teachers, and those who do n
Page 35 and 36: Digital tools AP and NWP teachers a
Page 37 and 38: Digital tools are being used by stu
Page 39 and 40: followed closely by students using
Page 41 and 42: describe this as a “major challen
Page 43 and 44: 54% of AP and NWP teachers say all
Page 45 and 46: narrowing or widening the gap betwe
Page 47 and 48: Teachers of low income students are
Page 49 and 50: Teachers in urban areas and those t
Page 51 and 52: IV. The Impact of the Internet and
Page 53 and 54: Science teachers and 66% among math
Page 55 and 56: Some academic subjects appear to be
Page 57 and 58: Teachers of the lowest income stude
Page 59 and 60: AP and NWP teachers rely mainly on
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Phase One: Focus Groups Teacher foc
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Who took the survey? % of survey re
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Interpreting the results There are
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Q1 Which grade level(s) do you curr
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Q7 Do you ever use your cell phone
Page 71 and 72:
Q10 Which search engine do you use
Page 73 and 74:
Q15 Do you agree or disagree with e
Page 75 and 76:
Q19 How important do you feel each
Page 77 and 78:
Q25 Do you ever…. a. Give your st
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SECTION VI - TEACHING PRACTICE AND
Page 81 and 82:
digital technologies into their cur
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. Filters blocking access to certai
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SIZE How many students in total are
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Discussion One: Based on your obser
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Activity #4 (Personal Perceptions o
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7. Would you describe the community
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Section III - Teaching Writing and
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In-Person Focus Group with College
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III. TECHNOLOGY’S IMPACT ON WRITI
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What’s the MOST SUCCESFUL researc
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Pew Internet/College Board/National
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o What search engines do you use mo
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o Spell check o Grammar check o Dig
Page 107 and 108:
Pew Internet/College Board/National
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