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

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Do cell phones and other digital tools create a distraction in the classroom? While many AP and NWP teachers are utilizing cell phones as part of the learning experience, there is often public debate about “cell phone distraction” in the classroom and how best to manage the use of cell phones and other tech devices in 71% of teachers say managing student use of cell phones and other digital tools in class is an issue How much of an issue, if at all, is managing your students’ use of cell phones and other technology in your classroom? Not an issue 11% No phones in class 19% Minor issue 43% Major issue 28% 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. class. The AP and NWP teachers surveyed were asked “How much of an issue, if at all, is managing your students’ use of cell phones and other technology in your classroom?” While 19% of these teachers say students are not allowed to have these devices in their classrooms, 28% say this is a major issue for them and another 43% say it is a minor issue. The remaining 11% describe the management of students’ use of cell phones and other tech devices in class as “not an issue at all.” The AP and NWP teachers most likely to say that managing student cell phone use is a “major issue” are those teaching in urban areas (37%) when compared with those in rural areas (18%), smaller cities or suburbs (27%) and small towns (26%). Teachers whose students come mainly from low income homes are also slightly more likely than other teachers to describe managing student cell phone use as a “major issue” (31% say this vs. 24% of those whose students are mainly from upper income households). Teachers face additional challenges in incorporating digital tools into the classroom In addition to managing potential tech “distraction” among students, AP and NWP teachers acknowledge a variety of additional challenges to incorporating digital tools more fully into their classrooms. By a wide margin, the most significant challenge these teachers report facing is time constraints; fully six in 10 of these teachers say time constraints are a “major challenge” for them personally in incorporating more digital technologies and digital learning into their classrooms. Another 33% say this is a “minor challenge” for them. Second only to time is the pressure to teach to assessments. More than four in 10 AP and NWP teachers p e winter n e t .o r g 40
describe this as a “major challenge,” and almost as many say it is a “minor challenge.” Lack of resources and/or access to digital technologies among students and lack of technical support in the classroom rank third and fourth on the list of challenges teachers face, very close behind teaching to assessments. Much less likely to be cited as a “major challenge” are general resistance by colleagues and one’s own lack of comfort with new technologies. About half of the teachers completing the survey say each of these is “not a challenge at all” for them personally. The top two obstacles to incorporating digital technologies into the classroom are time constraints and pressure to teach to assessments Is each of the following a MAJOR challenge, a MINOR challenge, or NOT a challenge at all for you, personally, in incorporating more digital technologies and digital learning into your classroom? Time constraints Pressure to teach to assessments Lack of resources and/or access to digital technologies among your students Lack of technical support (such as repair, troubleshooting, setup) to use digital technologies consistently General resistance by colleagues and administrators Your own lack of comfort, knowledge or training with digital technologies 14% 9% 30% 43% 40% 61% 38% 43% 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. Teachers whose students are mainly low income or living below the poverty line feel the impact of these challenges more than their colleagues who teach in more affluent areas. Teachers of the lowest income students are most likely to say that pressure to teach to assessments, a lack of resources among students, and a lack of technical support are “major challenges” to incorporating more digital tools into p e winter n e t .o r g 41 47% 38% 41% 33% 49% 48% 19% 19% 24% 0% 20% 40% 60% 80% 100% Major challenge Minor challenge Not a challenge 6%
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 and 38: Digital tools are being used by stu
Page 39: followed closely by students using
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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