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

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middle income students (33%) say the same. Teachers of both the highest and lowest income students are the most likely to say digital tools are widening the digital divide across schools % of teachers in each group who “strongly agree” that today’s digital tools are leading to greater disparities between affluent and disadvantaged schools and school districts… Below poverty line/Low Lower middle Middle Upper middle/Upper 60% 40% 20% 0% 44% 40% 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 working in different community types disagree slightly about the impact of digital technologies on the gap between the highest and lowest achieving students. Among teachers in urban, suburban, and small town settings, slight majorities say that digital tools are leading to greater disparities among students. Only in rural communities does a slight majority of AP and NWP teachers feel that these digital tools are narrowing that gap. Similar variation is seen on this question across those teaching lower versus higher income students. Teachers whose students are mainly low income or living below the poverty line are the most likely to see these digital tools leading to a wider gap between their highest and lowest achieving students. p e winter n e t .o r g 46 33% 43%
Teachers of low income students are the most likely to feel digital tools are widening the gap between their most and least successful students % of teachers who say digital tools are leading to greater disparity/narrowing the gap between the most and least successful students, by student socioeconomic status and community type 100% 80% 60% 40% 20% 0% 100% 80% 60% 40% 20% 0% 43% 57% Leading to greater disparity Narrowing the gap 52% 48% 42% 44% 58% 56% Urban Rural Small city/Suburb Small town Leading to greater disparity Narrowing the gap 39% 43% 61% 57% 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 school environment itself can be an obstacle to effectively using the internet and other digital tools in the classroom In addition to the above challenges, the survey asked teachers about three elements of the school environment that may impede their ability to use digital technologies effectively in their classrooms and assignments. These are 1) filters blocking access to particular websites or online content, 2) rules governing the use of cell phones on school grounds, and 3) their school’s acceptable use policy (AUP) governing the use of school computers and networks. Teachers were asked if their school had any of p e winter n e t .o r g 47 50% 50% 42% 58% Low income Lower middle Middle Upper middle/Upper
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 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: narrowing or widening the gap betwe
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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