SETDA Teacher Survey€¦ · Web viewSETDA Building Survey. Directions: This survey is about technology use at your school. You will be asked about your teachers’ technology use,

State Educational Technology Directors Association

Final Version

SETDA Building Survey

Directions: This survey is about technology use at your school. You will be asked about your teachers’ technology use, availability of technology at your school, and school/district policies or resources related to technology.

In all questions that follow, “technology” refers to computers (including PDA’s or “Palm Pilots”) or equipment that is used with computers (e.g. scanners, printers, digital video recorders, etc.). Do not consider overhead projects, traditional (i.e. analog) VCRs, or tape recorders when answering these questions.

Most schools across the nation are not yet at the point where budgets, funding requirements, technology resources, etc. allow teachers, students, and administrators to use technology to its full potential. This survey will help identify specific areas of need and will help track changes in these issues over time. For the survey to be most useful, it is important that you respond as honestly as you can. Please be assured that individual responses will never be used for reporting.

Thank you for your help!!

Building Survey - page 1© 2004 SETDA/MetiriPermission for use is granted provided source is acknowledged.


Final Version Background Information

School Name: City: State:

NCES School ID: -

B1

What grade levels are taught at your school?

(Check all that apply)

a. Pre-K

b. Kindergarten

c. 1st grade

d. 2nd grade

e. 3rd grade

f. 4th grade

g. 5th grade

h. 6th grade

i. 7th grade

j. 8th grade

k. 9th grade

l. 10th grade

m. 11th grade

n. 12th grade

o. Ungraded

B2

What position do you hold?

O Principal

O Assistant Principal

O Building Technology Coordinator

O Other



Final Version

B3

How many students are enrolled in your school this year?

B4

By the end of this school year, how many years will you have been a principal, assistant principal, or technology coordinator?

B5

By the end of this school year, how many years will you have been at your current school?

B6

Taking into account professional and personal use, how often do you use the Internet from home?

(Select one)

O Daily or almost daily

O One or more times per week

O One or more times per month

O Less than monthly

O Never



Final VersionS1-1

B7

Are data being collected to determine whether technology is impacting student achievement in one or more core content areas (e.g., reading, math science, social studies/sciences)?

O No

O Yes, to some extent

O Yes, definitely

B8

Do those data clearly indicate that technology is positively affecting student achievement?

O No


O Yes, definitely

S1-2B9

Are data being collected to determine whether technology is impacting students’ 21st Century Skill development (e.g., visual literacy, self direction, or global awareness)?

O No


O Yes, definitely

B10

Do those data clearly indicate that technology is positively affecting students’ 21st Century Skill development?

O No


O Yes, definitely



Final Version

S1-4B11

Are data being collected to determine whether technology is impacting students’ technology literacy?

O No


O Yes, definitely

B12

Do those data clearly indicate that technology is positively affecting students’ technology literacy?

O No


O Yes, definitely

S1-3B13

Are data being collected to determine whether technology is impacting student engagement?

O No


O Yes, definitely

B14

Do those data clearly indicate that technology is positively affecting student engagement?

O No


O Yes, definitely



Final VersionS1-4

B15

For which technologies does your curriculum specify grade levels and content areas for student use?


a. Word processing/document processing

b. Spreadsheets (for data analysis and management)

c. Other data analysis software (e.g., SPSS, Fathom, Mathematica)

d. Database software (e.g., Microsoft Access, Filemaker Pro)

e. Email

f. Other Internet communication tools (e.g., listservs or automatic mailing lists, “chat,” discussion boards)

g. Presentation software (e.g., PowerPoint, Astound)

h. Other multimedia authoring software (e.g., Authorware, Hyperstudio, Macromedia Director)

i. Graphic editing and manipulation software (e.g., Adobe Photoshop, Illustrator)

j. Video editing technology

k. Graphic peripherals (e.g., scanners, digital cameras)

l. Web browsers – Basic functions and efficiency (e.g., book-marking, using “back” or “home” features)

m. Electronic information sources – Searching efficiently (e.g., using “and” or “or” to narrow or expand yoursearch; identifying synonyms for keywords)

n. Other professional databases (e.g., ERIC, SIRS, EBSCO)

o. Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences)



Final VersionC1-3

B16

For which technologies does your school collect data on student proficiency?


a. Word processing/document processing

b. Spreadsheets (for data analysis and management)

c. Other data analysis software (e.g., SPSS, Fathom, Mathematica)

d. Database software (e.g., Microsoft Access, Filemaker Pro)

e. Email

f. Other Internet communication tools (e.g., listservs or automatic mailing lists, “chat,” discussion boards)

g. Presentation software (e.g., PowerPoint, Astound)

h. Other multimedia authoring software (e.g., Authorware, Hyperstudio, Macromedia Director)

i. Graphic editing and manipulation software (e.g., Adobe Photoshop, Illustrator)

j. Video editing technology

k. Graphic peripherals (e.g., scanners, digital cameras)

l. Web browsers – Basic functions and efficiency (e.g., book-marking, using the “back” or “home” features)

m. Electronic information sources – Searching efficiently (e.g., using “and” or “or” to narrow or expand your search; identifying synonyms for keywords)

n. Other professional databases (e.g., ERIC, SIRS, EBSCO)

o. Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences)

S1-4B17

Does your curriculum specify grades and content areas where the following skills will be covered with students?

(Check if “yes”)

a. Understanding ethical, legal, and societal issues related to technology use (e.g., the Internet and individual right to privacy) and using technology in ethical ways

b. Understanding the fundamentals of technology systems (e.g., understanding distinctions between hardware and software; familiarity with basic computer functions)



Final VersionC1-3

B18

Does your school explicitly assess whether students are proficient in any of the following skills?

(Check if “yes”)

a. Understanding ethical, legal, and societal issues related to technology use (e.g., the Internet and individual right to privacy) and using technology in ethical ways

b. Understanding the fundamentals of technology systems (e.g., understanding distinctions between hardware and software; familiarity with basic computer functions)

C1-1B19

How much time do most students in your school use technology specifically for improving learning or academic achievement? Consider in-school use only.

Elementary Principals Respond Here Not at

all

Less than 30 minutes

per week

1/2 an hour to 1 hour per

week

1-2 hours per

week

More than 2 hours per week

a. 1st and 2nd graders O O O O O

b. 3rd and 4th graders O O O O O

c. 5th and 6th graders O O O O O

B20

Middle and High School Principals Respond Here

Not at all

Less than 30 minutes

per week

1/2 an hour to 1 hour per

week

1-2 hours per

week

More than 2 hours per week

Students in all grades taught at your school O O O O O



Final Version

C1-1B21

Using the scale to the right, what role does technology play in teachers’ strategies for building student skill or proficiency in:

Not used for building skills in this area

A Small Part A Large Part

a. Reading O O O

b. Writing O O O

c. Mathematics O O O

d. Science O O O

e. Social Studies O O O



Final Version



Final VersionC1-1

Important: For Question B22:

Elementary School Principals: Base your response on 4th grade students.Middle School Principals: Base your response on 8th grade students.High School Principals: Base your response on 10th grade students.

B22

How often do students in your school use technology to: Daily Weekly Monthly Quarterly

Rarely or

Never

a. Communicate (e.g., over email or through discussion boards) with experts, peers, and others

O O O O O

b. Solve real-world problems (i.e. those involving situations, issues, and tasks that people actually tackle in the outside world)

O O O O O

c. Produce print products O O O O O

d. Produce media, Web, or presentation products O O O O O

e. Conduct online research O O O O O

f. Use drill and practice or tutorial software O O O O O

g. Use the Internet to collaborate with students in or beyond your school O O O O O

h. Visually represent or investigate concepts (e.g., through concept mapping, graphing, reading charts)

O O O O O

i. Use digital tools and peripheral devices (e.g., digital cameras, probes, scanners) to enhance their learning or their school work

O O O O O



Final VersionC1-2

B23

For each subject area below, what proportion of teachers use technology to deliver instruction (e.g., for presentations, to post class materials/quizzes online, to demonstrate a procedure or idea)? Base each response only on the teachers who teach that subject.

0 – 20%

21 – 40%

41 – 60%

61 – 80%

81 – 100%

a. Writing O O O O O

b. Mathematics O O O O O

c. Science O O O O O

d. Elective areas (e.g., arts, foreign languages), where appropriate O O O O O

C1-2B24

For each subject area below, what proportion of teachers require students to use technology for learning? Base each response only on the teachers who teach that subject.

0 – 20%

21 – 40%

41 – 60%

61 – 80%

81 – 100%

a. Writing O O O O O

b. Mathematics O O O O O

c. Science O O O O O

d. Elective areas (e.g., arts, foreign languages), where appropriate O O O O O

C1-2B25

In which content areas is technology a formal part of the curriculum?


a. Writing

b. Mathematics

c. Science

d. Elective areas (e.g., arts, foreign languages), where appropriate



Final VersionC1-2

B26

In my school teachers:

(Select one)

O Are expected to use technology regularly, as appropriate to their teaching assignment (e.g. once a week)

O Are expected to use technology a few times each year

O Decide individually whether and how often they will use technology. There are no expectations for technology use, or expectations exist, but teachers don’t implement them.

C1-2B27

In my school, teachers in the same grade or subject area:

(Select one)

O Share little or no common understanding about how technology will be used. Teachers decide individually whether and how they will use technology.

O Share some common understanding about how technology should be used; however, some teachers implement these uses and others do not. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, but some teachers do not use technology for these purposes.)

O Share a common understanding about how technology will be used to enhance learning, and there are clear expectations that technology will be used in these ways. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, and every earth science teacher uses technology for these purposes.)

C1-3B28

Which of the following strategies has your school employed for addressing students’ technology literacy?(Check all that apply)

a. My school has identified specific skills (e.g., using technology to collect and organize data) that students must have in order to be technologically literate.

b. My school has a specific program or plan for helping students become technologically literate (e.g., responsibilities are officially assigned to subject areas for covering different technology skills, or students take stand-alone courses to build technology literacy).

c. Technology literacy is assessed formally at some point during a student’s tenure in my school.



Final Version



Final VersionC1-5

B29

“Best practices with technology” are technology-supported teaching practices that either have a basis in educational theory or are supported by research. How are best practices with technology identified and shared at your school?

(Select one)

O Our school has a formal process for identifying best practices and then ensuring that every classroom teacher learns of those practices (as appropriate to their teaching assignment).

O Best practices are identified and shared informally. For example, an enthusiastic teacher finds an innovative practice and then sharing happens either informally or through staff meetings. A number of teachers eventually learn about these practices.

O Teachers at my school tend to work on their own; there is little or no widespread sharing of best practices.

C1-5B30

At your school, how frequently are teachers exposed to innovations and best practices in teaching with technology?

(Select one)

O On an ongoing basis

O Occasionally

O Almost never; our school currently has other priorities



Final VersionRow A: C1-2; Row B: C5-6; Row C: C1-2

B31

In your school, how much time do each of the groups below spend using technology? Base your estimate on what most of the individuals in each group do. Include time spent on professional activities outside of school.

We do not

have this

position in our school

Not at all

1 to 4 hours per

week

5 to 9 hours per

week

10-14 hours per

week

15-19 hours per

week

20 or more hours per

week

a. Teachers O O O O O O O

b. Principals and assistant principals

O O O O O O O

c. Library, media, reading, and other specialists

O O O O O O O

C3-1

IMPORTANT: For Questions B32 – B45 you will be telling us about your school’s access to technology infrastructure. In ALL questions about computers, ONLY count computers that:

Are less than 4 years old Run MAC OS 9 or above, or Win98/WIN NT/Windows2000/WindowsXP or above Have 128 MB RAM or more

B32

What is the ratio of students to computers in a typical ELEMENTARY school building:

O 1 student to 1 computer (1:1)

O 2-5 students to 1 computer (2:1 – 5:1)

O 6-10 students to 1 computer (6:1 – 10:1)

O 11 or more students to 1 computer (11:1 +)



Final VersionC3-1

B33

In your school, what percent of computers (for students) are in each of the environments below (Note: Total should add up to 100 percent)

a. % in classrooms %b. % on mobile carts %c. % in computer labs %d. % in libraries, media centers, or other public places %

C3-1B34

How many classrooms in your building have the following (do not count computer labs or media centers; these settings will be covered on a separate question below):

0 – 20%

21 – 40%

41 – 60%

61 – 80%

81 – 100%

a. A data projector (that connects to a computer) O O O O O

b. A working printer O O O O O

c. A working scanner O O O O O

d. A working digital camera O O O O O

e. A working digital video camera O O O O O



Final VersionC3-1

B35In your school, how many mobile computer carts or laptop carts are available for check out by teachers who want to use technology with their students?

B36How many computers are available, in total, across these carts?

B37In your school, how many computer labs are available for check out by teachers who want to use technology with their students?

B38How many computers are available, in total, across these labs?

B39In your school, how many other settings (e.g., school libraries, media centers) are available for check out by teachers who want to use technology with their students?

B40How many computers are available, in total, across these other settings?

C3-2B41

Which of the following represents the amount and quality of technology available for meeting the administrative needs of your staff?

O Non-existent

O Very poor/barely adequate

O Adequate/Pretty good

O Good

O Excellent

C3-1B42

What proportion of teachers at your school have access to the following:

0 – 20%

21 – 40%

41 – 60%

61 – 80%

81 – 100%

A computer dedicated to their use that also has high-speed connectivity to the Internet or the school/district’s Intranet O O O O O



Final Version

C3-1B43

How would you describe most students’ access to each of the following technologies during the school day? For each technology, select ONE.

Students have access to this technology at

any time (class time, free

periods, lunch, recess)

If students make special arrangements

, they can have access

to this technology during free

periods, lunch, or recess

Students have access to this

technology only if their teacher has reserved space

during a specified time period or if their teacher is teaching a particular unit/course.

(Special arrangements are

typically not made.)

Students do not have access to

this technology during the school day

a. Computers with high-speed Internet or Intranet connectivity

O O O O

b. PDAs or “Palm Pilots” O O O O

c. Printers O O O O

d. Digital cameras (still or video) O O O O

C3-4B44

How would you describe student access to the following technologies outside of school (before and after the school day, and during the weekends)? (Check all that apply)

The school provides

students with access to

technology before and after

school

The school provides students

with access to

technology on the

weekend

A community resource (e.g.,

Community Center, district office, or local

library) provides students with

access to technology after school hours and

during the weekend

The majority

of students have this at home

Most students do not have

access to this

technology beyond

the school day

a. Computers

b. High-speed Internet access

c. Digital cameras (still or video)



Final VersionC3-4

B45

How would you describe the access that your school staff has to the following technologies outside of school (before and after the school day, and during the weekends)? (Check all that apply)

The school provides staff with

access to this technology

outside of the school day

The majority of staff members

have this technology available at

home

Most staff members do not have access to this technology

beyond the school day

a. Computers

b. High-speed Internet access

c. Digital video cameras

Rows A-E and Row G: C3-5; Row F: C3-6 B46

Does your school/district provide student access to:Accessible from home and school

Accessible only from

school

No Access

a. Their own email accounts O O O

b. Online class materials (e.g., handouts, assignments, notes, practice exams) O O O

c. Online access to the library catalogue (over the Internet or Intranet) O O O

d. Online access to databases (e.g., EBSCO, SIRS) O O O

e. Online curricula (e.g., Beyond Books) O O O

f. Opportunities for distance learning (e.g., online classes, lessons offered through video-conferencing over the Internet)

O O O

g. Most of the software that students use in their class(es) O O O



Final VersionC3-5

B47

Does your school/district provide teachers with access to:Accessible from home and school

Accessible only from

school

No Access

a. Their own email accounts O O O

b. Tools for creating and modifying their own Web pages O O O

c. Basic productivity software (e.g., for presentation, word processing, spreadsheets) O O O

d. Course management and delivery software (e.g., Blackboard, WebCT and Bigchalk are software programs that allow courses to be delivered online)

O O O

e. Electronic administrative tools (e.g., electronic gradebooks) O O O

C3-6B48

How many classrooms in your building have 2-way video-conferencing equipment?

C3-7B49

How long does it take to:A few

minutes1/2 -

1hour1 – 3 hours

1/2 - 1 full day

2 – 5 days

1 – 3 weeks

A month or more

a. Get a failed computer repaired? O O O O O O O

b. Get help on a software problem or question?

O O O O O O O

c. Get network services restored when the network goes down? O O O O O O O



Final Version

C3-8B50

Which best describes the access that teachers have to:

Available online,

accessible directly to teachers

from classrooms

Available online,

accessible directly to teachers

from central school

locations (e.g., main office, staff

rooms)

Available electronically

(e.g. in an Excel file) if requested

from administrative

offices

Available on paper if

requested from

administrative offices

Teachers cannot access this information

a. Information about student demographics O O O O O

b. Information about student achievement or past academic performance

O O O O O

c. Information about absences, behavioral referrals, or other related issues

O O O O O

C3-8B51

Which best describes the access that administrators have to:

Available online,

accessible directly

from building offices

Available electronically (e.g., in an Excel file) if requested

from district administrative

offices

Available on paper if

requested from district

administrative offices

a. Information about student demographics O O O

b. Information about student achievement or past academic performance

O O O

c. Information about absences, behavioral referrals, or other related issues

O O O



Final Version

Rows A, B, and G: C3-3 Row C: C3-5; Row D: C3-6; Rows E & F: C3-8

B52

Which of the following is available at your school?


a. Individual voice mailboxes for teachers

b. Individual voice mailboxes for administrators

c. Individual Web pages

d. Online grading

e. Online assessments

f. Telephones in classrooms

Row A: C4-1; Row B: C4-2; Row C: C-4-3; Row D: C4-4

B53

In your school, have you gathered any data regarding possible variations in access to technology for the following groups of students?

Don

’t kn

ow

Hav

e no

t ga

ther

ed d

ata

A li

ttle

info

rmal

da

ta g

athe

red

A lo

t of i

nfor

mal

da

ta g

athe

red

Som

e fo

rmal

dat

a ga

ther

ed

A lo

t of f

orm

al

data

gat

here

d

a. Students from low socio-economic backgrounds

O O O O O O

b. Girls O O O O O O

c. Students from historically disadvantaged racial or ethnic backgrounds

O O O O O O

d. Students with special learning needs O O O O O O



Final Version

C4-5B54

Do all schools in your district that are at the same grade level (e.g., all elementary schools) have approximately the same level of access to technology for learning?

O Don’t know

O Some schools have far less access and others have far more

O Some schools have somewhat less access and others have somewhat more

O There is no real difference between schools

C5-9B55

What percentage of your Title 1 budget is allocated to technology-supported learning? Include amounts allocated for technology-related staff development.

%

C5-1B56

Does your school have a vision for how technology should be used by students and teachers to improve teaching and learning? (If your school has adopted the district-established vision, base your response on that vision.)

O Yes, a formal, written vision that has been shared with administrators and teachers.

O Yes, a formal, written vision. Some teachers have seen it, but many others have not.

O Yes. It is not written down, but it has been clearly shared with administrators and teachers.

O Yes. But it is not written down, and a number of teachers are not really aware of what the vision is

O No. Our school currently has other priorities. There is no vision for technology use, written or un-written.



Final VersionC5-1

B57

Which of these groups were involved in creating a formal vision for technology at your school?


a. Administrator(s)

b. Building Technology Coordinator

c. Teachers

d. Parents

e. Other community leaders

f. Students

g. Our school does not have a formal vision statement

C5-1B58

Answer this question ONLY if your district has a formal, written vision statement. Our vision statement:

Very True Somewhat True Not at all True

Specifically states that our school must prepare students for the technological age O O O

C5-2B59

Our academic learning standards or content standards:Very True

Somewhat True

Not at all True

I don’t know

a. Specifically incorporate technology literacy O O O O

b. Specifically incorporate digital age literacies or 21st Century Skills (e.g., information literacy, visual literacy, self-direction) O O O O

C5-2B60

When teachers design curriculum and plan instruction, this school or district requires that they always consider:

Very True

Somewhat True

Not at all True

I don’t know

21st Century Skills like technology literacy, visual literacy, global awareness, and self-direction

O O O O



Final Version

C5-2B61

In this district, we access:Very True

Somewhat True

Not at all True

I don’t know

21st Century Skills like technology literacy, visual literacy, global awareness, and self-direction

O O O O

Rows A-C and Row F: C5-3; Rows D & E: C5-4

IMPORTANT: Questions B62 through B64 ask about technology-related policies, training, and incentives in your school or district. It is understood that some of the issues addressed in these questions are limited by budgets, funding requirements or state/federal policies and may not be in the control of school/district leadership. Please respond to each item as honestly as you can.

B62

Rate your agreement with the following statements: Strongly Agree

Agree Disagree Strongly Disagree

a. Our school identifies which technology practices have documented, positive results. O O O O

b. Our school formally reviews such practices to determine whether they are appropriate for our students.

O O O O

c. Our staff or leadership team sets year-long targets for building-wide adoption of these technology solutions

O O O O

d. Practices identified as research-based or “proven” – including lesson plans and curricula – are posted online so that they are accessible to all teachers

O O O O

e. Incentives are provided to teachers who adopt proven best practices related to technology (e.g., laptops, conference attendance, stipends for professional development).

O O O O

f. Teacher performance reviews address the extent to which teachers are actively adopting technology-supported practices.

O O O O



Final VersionC5-4

B63

To what extent does your school encourage innovative teaching practices? Innovation is generally:

O Rewarded (e.g., through public recognition, equipment, professional development)

O Supported, but not rewarded

O Tolerated

O Discouraged

C5-4B64

In my school: Strongly Agree Agree Disagree

Strongly Disagree

a. Innovative, technology-supported teaching practices are rewarded (e.g., through public recognition, software or equipment for professional use, stipends for professional development).

O O O O

b. Research and best-practice are viewed by teachers and administrators as valuable and necessary for making decisions about technology use.

O O O O

c. Teachers are excited about learning new ways of improving student learning in their content areas or grade levels.

O O O O

d. Teachers are not afraid to learn about new technologies and use them with their class(es). O O O O

e. School leadership is willing to support – through funding or manpower – teachers’ efforts at innovation and technology integration.

O O O O



Final VersionC5-4

B65

Which of the following incentives are provided by your school/district to encourage teachers to use learning technology?


a. Release time for planning the use of technology

b. Schedule changes so teachers have time to learn and plan collaboratively

c. Classes or workshops related to technology integration

d. Expectations/requirements that professional staff use technology for research and learning

e. Ability to check out school technology for use over the summer months

f. Special purchasing plans for technology (e.g., discounts, paybacks through professional development, or interest-free loans)

g. Funding or grants for classroom-based and media center technology resources

h. Access to technology-based administrative/student information system

i. Technology certification for teachers

j. Salary incentives for teachers participating in technology related professional development

k. Public acknowledgement or recognition (e.g., in newsletters or during school board meetings) of effective teacher uses of technology

C5-5B66

During this school year, approximately how many teachers have assigned (or will have assigned by the end of the school year) projects or assignments that involve:

0 – 20%

21 – 40%

41 – 60%

61 – 80%

81 – 100%

Collaborating with organizations, environmental groups, businesses, or individuals in their community O O O O O

C5-5B67

As a result of technology:Decreased Remained

the sameIncreased

a littleIncreased

moderatelyIncreased

substantially

a. Teachers’ interactions with students’ parents has: O O O O O

b. Parents’ involvement in their children’s



Final Versionschoolwork has: O O O O O

C5-5B68

In my school: This is standard practice

Sometimes Rarely Never

a. When making decisions about adding to or modifying our technology facilities or resources, the community and how it might be served plays a role in our decision-making process.

O O O O

b. We have increased our parents’ and community’s access to technology by allowing them to use our facilities.

O O O O

C5-6B69

When you consider the various functions that you perform as a building administrator (student data analysis, scheduling, communicating with teachers and parents, etc.), which of the following best describes your use of technology:

O Technology is typically not used for administrative functions.

O Technology is used a bit, but it does not increase efficiency.

O Technology is used quite a bit and efficiency has increased moderately.

O Technology is used for all functions where appropriate. It has significantly increased efficiency for virtually every administrative function.

C5-6B70

Which of the following best characterizes your own readiness to observe and guide teacher use of technology in support of teaching and learning:

O I don’t have criteria by which to assess or guide technology-supported instruction and am not comfortable helping teachers with that aspect of their teaching.

O I have a few criteria by which to assess or guide technology-supported teaching, but I am somewhat uncomfortable helping teachers with that aspect of their teaching.

O I have some criteria by which to assess or guide technology-supported teaching, and I am a pretty good resource when it comes to helping teachers with that aspect of their teaching.

O I have a number of criteria by which to assess or guide technology-supported teaching, and I am an excellent



Final Versionresource when it comes to helping teachers with that aspect of their teaching.

C5-7B71

How true is each of the statements below?

Professional development offered by my school or district: Very true

Somewhat true

Not at all true

I don’t know

a. Prepares teachers to discuss specific research or theory upon which the training is based O O O O

b. Prepares teachers to assess student work produced with technology (e.g., when students produce a research report using a variety of online resources)

O O O O

c. Includes opportunities for teachers to see actual examples of technology applied to learning in classrooms similar to their own O O O O

d. Allows teachers to practice skills acquired during professional development in real or simulated classroom settings O O O O

e. Includes time for teachers to work together, and to discuss and plan for using technology in the classroom O O O O

f. Is flexible enough to change direction or focus, depending on teacher needs and interests O O O O

g. Explicitly shows participants how specific technology uses are related to standards and school improvement goals O O O O

h. Takes into account the resources, equipment and support available to teachers, and makes certain in advance that the uses of technology covered during training can be implemented in the classroom

O O O O

i. Includes strategies for getting “behind the classroom door” that requires teachers to observe and be observed by other teachers O O O O

j. Tracks teachers as they gain skills, and provides opportunities for even the most advanced integrators of technology to enhance their skills

O O O O



Final Version



Final VersionC5-8

B72

Which of the following is your school required to document and report to your district:


a. Basic information about computer facilities, equipment, and capacity

b. School technology programs and innovations

c. Student achievement outcomes that are related to the use of technology

d. Other student outcomes (e.g., 21st Century Skills; motivation) that are related to the use of technology

e. A cost-benefit analysis of technology use for education

C5-8B73

To what extent does your school use the following information to make decisions about funding, hardware/software acquisitions, and school policies related to technology use?Information about:

Used Extensively

Used Somewhat

Not Used

a. Computer facilities, equipment, and capacity O O O

b. Research and best practice related to learning technology O O O

c. Student achievement outcomes resulting from the use of technology O O O

d. The contributions technology can make to other student outcomes (for example, 21st Century Skills; motivation) that are related to the use of technology

O O O

e. A cost-benefit analysis of technology use for education O O O



Final Version

C5-8B74

In my school:

This is standard practice Sometimes Rarely Never

a. Administrators analyze school performance results using electronically-accessed student data O O O O

b. Teachers use electronically-accessed student data specifically to make decisions about instructional plans O O O O

c. School administrators track how teachers in each grade or subject-area department use technology O O O O

d. Teachers or administrators collect data on student technology literacy O O O O

C5-8B75

How equitable is technology funding ($$ per student enrolled) for schools serving similar grade levels (e.g., elementary schools) across your district?

(Select one)

O Some schools have far less funding and others have far more

O Some schools have somewhat less funding and others have somewhat more

O There is little or no difference among schools that serve similar grade levels

C5-9B76

In your school, how adequate is technology funding for each of the following purposes:

(Select one)Non-

existent

Very poor/barely adequate

Adequate or pretty

good Good Excellent

a. Technology for administrative functions O O O O O

b. Technology for teaching and learning O O O O O

c. Building network connectivity O O O O O

d. Technical support O O O O O

e. Instructional support for teachers who want to use technology with their students O O O O O



Final Version

THANK YOU!

You have successfully completed the survey.


Documents

SETDA Teacher Survey€¦ · Web viewSETDA Building Survey. Directions: This survey is about technology use at your school. You will be asked about your teachers’ technology use,