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

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their teaching or a belief that digital technologies have no place in the learning process. Instead, most emphasized the practical constraints in making it happen and/or a desire to make sure it is done with the best interests of the students in mind and only when it clearly improves the learning process. p e winter n e t .o r g 50
IV. The Impact of the Internet and Digital Tools on Teachers’ Professional Development The AP and NWP teachers in this study not only use digital tools in an effort to improve the learning experience for students, but also use these tools in their own training, development, and professionalization. For most, the greatest impact of the internet and other digital tools on their role as teachers has been access to more content and material for use in the classroom and a greater ability to keep up with developments in their field. To a slightly lesser extent, these teachers use digital tools to share ideas and experiences with other teachers. In terms of professional support and training in how best to use new digital tools in their classrooms, the vast majority of these teachers are satisfied with the support and training schools provide. At the same time, most say they rely mainly on their own research and experience when developing new ways of bringing technology to the learning process. AP and NWP teachers say the internet and other digital tools have had mixed impacts in shaping the lives of educators Asked about potential impacts the internet and digital tools might have on teachers, these AP and NWP teachers see both benefits and potential downsides. The greatest impact they see is increased access to content, resources and materials for their teaching; 92% of these teachers say the internet has had a “major impact” in this regard. At the same time, three-quarters of these teachers say the internet and other digital tools have had a “major impact” on the range of content and skills they must be knowledgeable about. Just over two-thirds note “major impact” on their ability to share ideas with other teachers and enabling interaction with parents. Another area where impact is felt is in the sheer amount of work required from teachers. This theme emerged in focus groups, where some noted feeling responsible today for not only subject matter expertise, but also expertise in the latest tech gadgets. In the full survey of AP and NWP teachers, 41% say they have felt a “major impact” in this area and another 42% say they feel a “minor impact.” Thus, more than eight in 10 AP and NWP teachers have felt some increase in workload as the internet and other digital tools become a greater part of the learning process. p e winter n e t .o r g 51
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 and 46: narrowing or widening the gap betwe
Page 47 and 48: Teachers of low income students are
Page 49: Teachers in urban areas and those t
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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