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

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Some groups of AP and NWP teachers are more likely to employ the more collaborative online tools asked about in the survey. For instance, the youngest teachers in this group (those under age 35) are the most likely to have students develop or share work on a website, wiki or blog (45% v. 34% of teachers age 55 and older). They are also more likely than the oldest teachers to have students participate in online discussions (45% v. 32% of teachers age 55 and older) and use collaborative web-based tools such as GoogleDocs to edit work (41% v. 34% of teachers age 55 and older). Middle school teachers (those teaching grades 6-8) are the most likely to have students develop and share work on wikis, webpages or blogs. Just under half of middle school teachers (47%) have their students use these collaborative tools, compared with 41% of 9th-10 th grade teachers and 35% of 11 th -12 th grade teachers. One could argue that some subjects lend themselves more easily to these types of online collaborative tools, and survey results reflect this. English teachers are the most likely to say they have students use these types of tools, often by a wide margin over teachers of other subjects. Conversely, math teachers are least likely to make use of these tools. Do some subjects lend themselves more easily to the use of interactive and collaborative online tools? Develop, share or post their work on a website, wiki or blog Participate in online discussions Edit or revise their work using a collaborative webbased tool such as GoogleDocs % of each group who have their students… All teachers Subject taught 40 39 36 English/Language Arts 50 48 47 History/Social Studies 39 41 36 Math 20 23 18 Science Teacher age 33 35 32 22-34 45 45 41 35-54 42 41 36 55+ Grade level taught 34 32 34 6-8 47 42 40 9-10 41 39 35 11-12 35 40 36 Source: The Pew Research Center's Internet & American Life Project Online Survey of Teachers, March 7 to April 23, 2012, n=2,462 middle and high school teachers. Cell phones as a classroom tool for instant information As noted in the first report in this series, teachers noted in both the survey and focus groups how cell phones have become part of the learning experience. Asked whether their students use cell phones for any of five specific learning-related functions, the most popular was students using a cell phone “to look up information in class,” cited by 42% of the AP and NWP teachers who completed the survey. This was p e winter n e t .o r g 38
followed closely by students using mobile phones to “take pictures or record video to use in class assignments” (38%). How students are using their cell phones in the learning process Percent of teachers who say their students use their phones to do each of the following… Looking up information IN CLASS Taking pictures or recroding video for a school assignment Uploading school-related content to the internet Texting IN CLASS with you or other students as part of an assignment Uaing an online cell phone platform such as CELLY Source: Teacher data from the Pew Research Center's Internet & American Life Project Online Survey of Teachers, March 7 to April 23, 2012, n=2,462 middle and high school teachers. The impact of cell phones is being felt less by teachers in rural areas than those teaching in urban or suburban schools. Just 28% of teachers in rural schools report students using phones to look up information in class, and fully 64% say students are not permitted to have cell phones in class. In contrast, 47% of AP and NWP teachers in urban schools say their students use cell phones to look up information in class, and just 46% say students cannot have cell phones in class. Likewise, among suburban teachers, 46% report students using cell phones to look things up in class and 45% report students not being permitted to have their phones in class. In terms of students’ socioeconomic status, teachers of upper and upper middle class students are the most likely to say their students use cell phones in class to find information. About half (52%) of these teachers report their students using cell phones this way, compared with just 35% of teachers of the lowest income students. The grade level and subject matter taught also impact how phones are used in class. Among 6 th -8 th grade teachers, just 23% say students are using phones in class to look things up, compared with 43% of 9 th -10 th grade teachers and 49% of those teaching 11 th -12 th grade. Likewise, while 49% of history/social studies teachers and 45% of English teachers see students use their phones this way in class, the same is true of just 24% of math teachers and 36% of science teachers. p e winter n e t .o r g 39 2% 11% 18% 42% 38% 0% 20% 40% 60% 80% 100%
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 and 10: are incorporating classroom technol
Page 11 and 12: I. Introduction This study is the P
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: Digital tools are being used by stu
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
Page 61 and 62: Phase One: Focus Groups Teacher foc
Page 63 and 64: Who took the survey? % of survey re
Page 65 and 66: Interpreting the results There are
Page 67 and 68: Q1 Which grade level(s) do you curr
Page 69 and 70: 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
Page 79 and 80: SECTION VI - TEACHING PRACTICE AND
Page 81 and 82: digital technologies into their cur
Page 83 and 84: . Filters blocking access to certai
Page 85 and 86: SIZE How many students in total are
Page 87 and 88: Discussion One: Based on your obser
Page 89 and 90:
Activity #4 (Personal Perceptions o
Page 91 and 92:
7. Would you describe the community
Page 93 and 94:
Section III - Teaching Writing and
Page 95 and 96:
In-Person Focus Group with College
Page 97 and 98:
III. TECHNOLOGY’S IMPACT ON WRITI
Page 99 and 100:
What’s the MOST SUCCESFUL researc
Page 101 and 102:
Pew Internet/College Board/National
Page 103 and 104:
o What search engines do you use mo
Page 105 and 106:
o Spell check o Grammar check o Dig
Page 107 and 108:
Pew Internet/College Board/National
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