It’s difficult to work in the world of education and not bump into a conversation on educational technology on a somewhat regular basis. Often we base what we know about our community’s (school or district) knowledge on educational technology simply on anecdotal interactions we have with our colleagues. In my MAET course I was asked to design and implement a survey to gain quantitative data on my community’s knowledge of technology, their aspirations for technology integration, and their ideas on what support they needed for integrating technology. Understanding the community in which we work helps to understand how technology might be effectively integrated in the future.
I want to give a brief overview of the results to my survey. You can see the raw data here and a more thorough analysis of my results here. Of the 47 people respond to my survey, most (44) were teachers, with two administrators and one counselor responding. My district is relatively large (approximately 3500 students district wide) located in rural Michigan. I hesitated to ask respondents the age level they worked with for fear of that information identifying a respondent (for instance, an administrator at the high school level would leave only one person) and because of this cannot break down my data in terms of elementary, secondary, etc. There are 260 teachers and administrators in my district so 47 respondents represents roughly 18% of the entire staff.
Although there were not really any shocking results there were a few trends worth noting. A vast majority (75%) agreed that having an online component to their class would enhance the learning environment. Although many respondents (62%) believed that they should have a BYOD policy, many voiced concerns about using students deices. These concerns revolved primarily around distractions they may cause and the possibility that BYOD would emphasize the gap between the “haves” and “have nots”. Although there were many that voiced concerns about BYOD, a solid majority (68%) agreed that allowing students to use their devices for educational purposed would likely increase the learning in their classroom. A vast majority (87%) said they wanted to integrate a broader range of technology into their practice. This indicates that overall the district is very open minded to technology integration. As far as barriers to technology integration, there was essentially a three way tie between “lack of student access”, “lack of funding”, and “lack of time to learn various technologies”.
In summary, my data indicates that most teachers are open to more technology integration and believe it would enhance the learning environment for students. If there is to be more technology integration it seems that the issue of student access needs to be answered and that teachers need time (coupled with quality PD) to effectively implement the technology. None of this is terribly striking, but I was definitely glad to see an overall openness to technology integration in my district.