October 2004 — Special Reports
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Evaluating Technology’s Role in the Classroom
Second Annual ‘Teachers Talk Tech’ Survey Examines the Long-Term Impact of Technology on Learning
Teachers are using computersmore than ever before for everything from instruction to handling administrative chores and communicating with parents. With states and school districts asking for measurable results, educators are increasingly tapping technology for help. Most of the nation’s teachers agree that computers improve performance on standardized tests, yet educators do not feel that they have enough computers or training to make the most of the technology in their classrooms. These were the major findings of the 2004 “Teachers Talk Tech” survey conducted by CDW Government Inc. (CDW·G). Now in its second year, the in-depth study revealed what K-12 teachers are saying about technology.
For the study, we asked 1,012 teachers nationwide to evaluate the role of technology in their classrooms, urging them to take a step back from their daily classroom responsibilities and examine the long-term impact of technology on learning. In the battle to improve our schools, teachers are the frontline warriors. As they fight the good fight, three priorities loom high on their wish lists:
- More training for themselves;
- More computer access for their students; and
- High-quality technology that’s appropriate for their classrooms.
Independent researchers interviewed teachers in roughly equal numbers from elementary, middle and high schools. This random sample, based on regional U.S. demographics, was drawn from D&B Market Data Retrieval’s Teacher Response Data Bank. Fairbank, Maslin, Maullin & Associates, an opinion research and public policy analysis firm, conducted phone interviews in April 2003. The survey’s margin of error is +/- 3%.
Professional Development
More school boards and district administrators are asking teachers to become computer literate and to use technology tools to increase academic performance. When asked to evaluate their classroom-computing expertise, eight out of 10 teachers told us they want more technology training; however, few states mandate such preparedness. According to Education Week data, only 15 states require incoming teachers to take courses in technology, and only Florida and Georgia have such a requirement for their administrator candidates.
As for taking a technology test to demonstrate competence, just nine states require this of their teachers and only four states expect their administrators to take such a test. In lieu of mandates, many schools are looking to teacher incentives in order to draw educators into additional technology training. A mix of state funding and foundation grants has helped 27 states develop technology-related professional development with incentives for administrators. In Orange County, Fla., for instance, teachers who successfully complete a 13-hour course in integrating technology are each given a Palm handheld.
Educational technology, much like teacher training, is a work in progress. The changeover to wireless computing is a case in point. Wireless technology facilitates collaboration, and training helps school districts make the most of this new capability. As schools begin the switch of integrating the new technology into the teaching process, they will need to dedicate training dollars and plan for ongoing professional development.
