report six Teachers’ Beliefs About Technology and Instruction Use, Support,

Use, Support, and Effect of Instructional Technology Study report six Teachers’ Beliefs About Technology and Instruction Report 6 Teachers’ Beliefs About Technology and Instruction Jennifer Higgins & Michael Russell Editor: Kathleen O’Connor Graphic Design: Thomas Hoffmann Published by inTASC – September 2003 Preferred Citing: Higgins, J., & Russell, M. (2003). Teachers’ beliefs about technology and instruction. Boston, MA: Technology and Assessment Study Collaborative, Boston College. Available for download at http://www.intasc.org/PDF/useit_r6.pdf Michael K. Russell, Project Director/Boston College Copyright © 2003 Technology and Assessment Study Collaborative, Boston College Supported under the Field Initiated Study Grant Program, PR/Award Number R305T010065, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The finding and opinions expressed in this report do not reflect the positions or policies of the Office of Educational Research and Improvement or the U.S. Department of Education. Use, Support, and Effect of Instructional Technology Study Report 6 · September 2003 Use, Support, and Effect of Instructional Technology (USEIT) Report 6 Teachers’ Beliefs About Technology and Instruction The Use, Support, and Effect of Instructional Technology (USEIT) Study employed common data collection methods across the 22 Massachusetts school districts to document the effects different district-level technology support structures have on teaching and learning. Among several specific questions addressed in this study are the following: • How and to what extent are teachers and students using technology in and out of the classroom? • How much influence does district leadership, shared vision, provision of resources, and technical support have on the ways in which and extent to which teachers use technology for instructional purposes? • How do different approaches to professional development impact instructional uses of technology? During the 2001–2002 school year, information about district technology programs, teacher and student use of technology in and out of the classroom, and factors that influence these uses was collected through site visits, interviews, and surveys. In total, survey responses were obtained from 120 district-level administrators, 122 principals, 4,400 teachers, and 14,200 students in grades five, eight, and eleven. In addition, over 400 interviews with district leaders, principals, and technology specialists were conducted. And, during the 2002–2003 school year, four case studies and a study focusing on the relationship among student use of technology and academic performance are being conducted. This report presents descriptive results of the surveys administered to teachers of mathematics, English language arts, science, and social studies in lower grades (K–5), middle grades (6–8), and upper grades (9–12). Some schools that participated in the survey are structured with Grade 6 in the “lower grade” school or Grade 9 in the “middle grade” school. In these cases, Grade 6 is grouped with the lower grade data and Grade 9 is grouped with the middle grade data. The purposes of this report are to familiarize readers with the data collected from teachers and to describe teachers’ beliefs about leadership, vision, and goals. In total, 2,894 mathematics, English language arts, science, and social studies teachers responded to this survey. Note that special education teachers and specialists (e.g., physical education, art teachers) are not included in this analysis. The findings presented in this report focus on the following issues related to teacher use of technology in school: • • • • • Beliefs About the Value of Equipment Beliefs About Teaching and Learning Beliefs About Teaching Philosophies Factors Influencing Teacher Use of Technology Pressure to Use Teaching Strategies Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction Note that for each item presented in this report, an analysis of variance (ANOVA) was performed to test for statistically significant differences across grade levels. Where appropriate, post-hoc comparisons were performed using Tukey’s HSD method of adjusting alpha for multiple comparisons. For all references to statistically significant differences, alpha was equal to or less than .01. Major Findings • Teachers across all three grade levels reported that they see value in having computer-based technologies available for their teaching. • Teachers indicated that a classroom printer, a desktop computer that the teacher can access in his/her classroom, and Internet access are the most valuable forms of technology. • The only form of educational technology that teachers indicated would not be valuable is a Palm Pilot for each student in the classroom. • When asked how much they agree with a series of statements about teaching and learning, teachers across all three grade levels agreed the most with the statement: “Instruction is most effective when teachers collaborate,” and teachers most strongly disagreed with the statement: “Teachers know more than students; they shouldn’t let students muddle around when they can just explain the answers directly.” • Teacher beliefs about the purpose of technical support differed across grade levels. Lower grade teachers agreed that technology support primarily exists to help teachers integrate computers with teaching, while upper grade teachers agreed that technology support primarily exists to keep the computers running. • When presented with a set of statements about teaching philosophies, lower grade teachers favored the more student-centered statements while upper grade teachers favored the more teacher-centered statements. • Teachers reported that seeing examples of how other teachers use computers with their students has the most influence on their own use of computers in their classrooms. • Among the 10 teaching strategies surveyed, teachers across all three grade levels agreed that they feel the most pressure to cover a large quantity of curricular material. Lower grade and middle grade teachers reported that they feel the least pressure to keep their class quiet, while upper grade teachers reported that they feel the least pressure to use technology in the same way as other teachers in their grade. 4 Teachers’ Beliefs About Technology and Instruction 5 Report 6 · September 2003 Teacher Beliefs About the Value of Equipment This section presents results for 17 items that asked teachers to indicate how valuable they think different types of equipment might be for their teaching. There were three possible responses: very valuable, somewhat valuable, and not very valuable. Telephone With an Outside Line Figure 1 provides information about how valuable teachers believe a telephone with an outside line in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having a telephone with an outside line would be very valuable. Between 54.0% and 80.9% of teachers reported that having a phone with an outside line would be very valuable to their teaching. Between 14.1% and 26.9% reported that having a telephone with an outside line would be somewhat valuable, and between 5.0% and 19.0% reported that having a telephone with an outside line would not be very valuable. As compared to upper grade teachers, a significantly higher percentage of lower grade and middle grade teachers reported that having a telephone with an outside line would be very valuable. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? �� A telephone�� with an outside line �� Figure 1: �� Teachers’ Beliefs About Technology and Instruction 6 Report 6 · September 2003 Internet Access in the Classroom Figure 2 provides information about how valuable teachers believe having Internet access in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having Internet access in their classrooms would be very valuable. Between 72.1% and 85.6% of teachers reported that having Internet access in their classrooms would be very valuable to their teaching. Between 12.8% and 21.6% reported that having Internet access would be somewhat valuable, and between 1.5% and 6.2% reported that having Internet access would not be very valuable. A significantly higher percentage of lower grade and middle grade teachers as compared to upper grade teachers reported that having Internet access would be very valuable for their teaching. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? Internet access in your classroom �� Figure 2: �� Teachers’ Beliefs About Technology and Instruction 7 Report 6 · September 2003 Four Desktop Computers Figure 3 provides information about how valuable teachers believe four desktop computers in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having four desktop computers in their classrooms would be very valuable. Between 64.3% and 74.2% of teachers reported that having four desktop computers in their classrooms would be very valuable to their teaching. Between 19.4% and 25.4% reported that having four desktop computers in their classrooms would be somewhat valuable, and between 6.2% and 10.3% reported that having four desktop computers in their classrooms would not be very valuable. A significantly higher percentage of lower grade teachers as compared to upper grade teachers reported that having four desktop computers would be very valuable. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? �� 4 desktop computers in your classroom �� Figure 3: �� Teachers’ Beliefs About Technology and Instruction 8 Report 6 · September 2003 Four Wireless Laptops Figure 4 provides information about how valuable teachers believe four wireless laptops in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having four wireless laptops in their classrooms would be either somewhat valuable or very valuable. Between 47.4% and 56.6% of teachers reported that having four desktop computers in their classrooms would be very valuable to their teaching. Between 30.9% and 33.3% reported that having four wireless laptops in their classrooms would be somewhat valuable, and between 11.7% and 19.3% reported that having four wireless laptops in their classrooms would not be very valuable. A significantly higher percentage of middle grade teachers as compared to upper grade teachers reported that having four wireless laptops in their classrooms would be very valuable for their teaching. �� How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? 4 wireless laptops �� in your classroom �� Figure 4: �� Teachers’ Beliefs About Technology and Instruction 9 Report 6 · September 2003 One Desktop Computer for Each Student in a Lab Figure 5 provides information about how valuable teachers believe one desktop computer for each student in a lab would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having one desktop computer for each student in a lab would be very valuable. Between 68.8% and 76.0% of teachers reported that having one desktop computer for each student in a lab would be very valuable to their teaching. Between 15.8% and 23.4% reported that having one desktop computer for each student in a lab would be somewhat valuable, and between 5.3% and 9.4% reported that having one desktop computer for each student in a lab would not be very valuable. There were no significant differences in responses across grade levels. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? �� One desktop�� computer for each student in a lab �� Figure 5: �� Teachers’ Beliefs About Technology and Instruction 10 Report 6 · September 2003 One Wireless Laptop for Each Student in the Classroom Figure 6 provides information about how valuable teachers believe one wireless laptop for each student in their classrooms would be for their teaching. Across all three grade levels, the majority of teachers reported that having one wireless laptop for each student in their classrooms would be either somewhat valuable or very valuable. Between 40.4% and 55.6% of teachers reported that having one wireless laptop for each student in their classrooms would be very valuable to their teaching. Between 27.7% and 31.1% reported that having one wireless laptop for each student in their classrooms would be somewhat valuable, and between 15.6% and 28.5% reported that having one wireless laptop for each student in their classrooms would not be very valuable. A significantly higher percentage of middle grade teachers as compared to lower grade and upper grade teachers reported that having one wireless laptop for each student in their classrooms would be very valuable for their teaching. �� How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? �� One wireless laptop for each student in your classroom �� Figure 6: �� Teachers’ Beliefs About Technology and Instruction 11 Report 6 · September 2003 Digital Camera for the Classroom Figure 7 provides information about how valuable teachers believe a digital camera for their classrooms would be for their teaching. Between 27.3% and 55.6% of teachers reported that having a digital camera for their classrooms would be very valuable to their teaching. Between 35.3% and 42.5% reported that having a digital camera for their classrooms would be somewhat valuable, and between 6.7% and 37.4% reported that having a digital camera for their classrooms would not be very valuable. There were significant differences in responses across all three grade levels, with lower grade teachers being the most likely to report that they value a digital camera and upper grade teachers �� being �� the least likely to report that they value a digital camera. How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? Digital camera��for the classroom �� Figure 7: �� Teachers’ Beliefs About Technology and Instruction 12 Report 6 · September 2003 One Classroom Printer Figure 8 provides information about how valuable teachers believe one printer in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having one classroom printer would be very valuable. Between 77.4% and 89.0% of teachers reported that having one classroom printer would be very valuable to their teaching. Between 8.6% and 17.6% reported that having one classroom printer would be somewhat valuable, and between 1.4% and 5.0% reported that having one classroom printer would not be very valuable. A significantly higher percentage of lower grade and middle grade teachers as compared to upper grade teachers reported that having one classroom printer would be very valuable for their teaching. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? One classroom printer �� Figure 8: �� Teachers’ Beliefs About Technology and Instruction 13 Report 6 · September 2003 Multiple Classroom Printers Figure 9 provides information about how valuable teachers believe multiple classroom printers in their classrooms would be for their teaching. Between 37.0% and 53.4% of teachers reported that having multiple classroom printers would be very valuable to their teaching. Between 26.5% and 32.8% reported that having multiple classroom printers would be somewhat valuable, and between 18.6% and 30.2% reported that having multiple classroom printers would not be very valuable. A significantly higher percentage of lower grade and middle grade teachers as compared to upper grade teachers reported that having multiple classroom printers would be very ��teaching. �� valuable for their How valuable �� do you think the following equipment might be for your teaching, whether or not you are currently using it? �� Multiple classroom printers �� Figure 9: �� Teachers’ Beliefs About Technology and Instruction 14 Report 6 · September 2003 TV Monitor With a VCR Figure 10 provides information about how valuable teachers believe a TV monitor with a VCR in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having a TV monitor with a VCR would be very valuable. Between 66.2% and 78.5% of teachers reported that having a TV monitor with a VCR would be very valuable to their teaching. Between 19.1% and 30.2% reported that having a TV monitor with a VCR would be somewhat valuable, and between 2.4% and 5.4% reported that having a TV monitor with a VCR would not be very valuable. A higher percentage of middle grade teachers as compared to lower grade and upper grade teachers reported that having a TV monitor with a VCR in their classrooms would be very valuable for their teaching. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? �� VCR TV monitor with �� Figure 10: �� Teachers’ Beliefs About Technology and Instruction 15 Report 6 · September 2003 LCD Projector/Computer Projection System Figure 11 provides information about how valuable teachers believe an LCD projector/computer projection system in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having an LCD projector/computer projection system would be either very valuable or somewhat valuable. Between 45.3% and 59.3% of teachers reported that having an LCD projector/computer projection system would be very valuable to their teaching. Between 30.6% and 40.2% reported that having an LCD projector/computer projection system would be somewhat valuable and between 10.1% and 14.5% reported that having an LCD projector/computer projection system would not be very valuable. A significantly higher percentage of middle grade and upper grade teachers as compared to lower grade teachers reported that having an LCD projector/computer projection system in their�� classrooms would be very valuable. �� How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? LCD projector/computer projection system �� Figure 11: �� Teachers’ Beliefs About Technology and Instruction 16 Report 6 · September 2003 Palm Pilot for Each Student Figure 12 provides information about how valuable teachers believe a Palm Pilot for each student in their classrooms would be for their teaching. Across all three grade levels, the majority of teachers reported that having a Palm Pilot for each student would not be very valuable. Between 9.9% and 16.2% of teachers reported that having a Palm Pilot for each student would be very valuable for their teaching. Between 17.3% and 25.4% reported that having a Palm Pilot for each student would be somewhat valuable, and between 58.4% and 72.7% reported that having a Palm Pilot for each student would not be very valuable. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade teachers reported that having a Palm Pilot for each student would not be very valuable for their teaching. How valuable do you think the following equipment might be for your �� or not you are currently using it? �� teaching, whether A Palm Pilot for �� each student �� Figure 12: �� Teachers’ Beliefs About Technology and Instruction 17 Report 6 · September 2003 Portable Writing Device for Each Student Figure 13 provides information about how valuable teachers believe a portable writing device for each student in their classrooms would be for their teaching. Between 17.0% and 36.8% of teachers reported that having a portable writing device for each student would be very valuable for their teaching. Between 24.8% and 42.1% reported that having a portable writing device for each student would be somewhat valuable, and between 23.9% and 58.2% reported that having a portable writing device for each student would not be very valuable. There are significant differences in responses across all three grade levels, with lower grade teachers being the most likely to report that they value a portable writing device for each student and upper grade teachers being the least likely to report that they value a portable writing device for each student. �� How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? �� A portable writing device (e.g. , Alphasmart) for each student �� Figure 13: �� Teachers’ Beliefs About Technology and Instruction 18 Report 6 · September 2003 Desktop Computer That Teachers Can Access Figure 14 provides information about how valuable teachers believe a desktop computer that teachers can access in their classrooms would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having a desktop computer that teachers can access in the classroom would be very valuable. Between 82.2% and 91.4% of teachers reported that having a desktop computer that teachers can access would be very valuable to their teaching. Between 7.3% and 13.4% reported that having a desktop computer that teachers can access would be somewhat valuable, and between 1.3% and 4.4% reported that having a desktop computer that teachers can access would not be very valuable. A higher percentage of lower grade and middle grade teachers as compared to upper grade teachers reported that having a desktop that teachers can access in their classrooms would be very valuable for their teaching. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? A desktop computer teachers can access in their classroom �� Figure 14: �� Teachers’ Beliefs About Technology and Instruction 19 Report 6 · September 2003 Laptop for Teacher Use Figure 15 provides information about how valuable teachers believe a laptop computer for teacher use would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having a laptop computer for teacher use would be very valuable. Between 70.0% and 70.8% of teachers reported that having a laptop computer for teacher use would be very valuable. Between 18.0% and 21.5% reported that having a laptop computer for teacher use would be somewhat valuable, and between 8.4% and 11.2% reported that having a laptop computer for teacher use would not be very valuable. There were no significant differences in responses across grade levels. How valuable do you think the following equipment might be for your �� or not you are currently using it? �� teaching, whether A laptop for teacher use �� Figure 15: �� Teachers’ Beliefs About Technology and Instruction 20 Report 6 · September 2003 Palm Pilot for Teacher Use Figure 16 provides information about how valuable teachers believe a Palm Pilot for teacher use would be for their teaching. Between 36.8% and 44.9% of teachers reported that having a Palm Pilot for teacher use would be very valuable to their teaching. Between 25.4% and 31.8% reported that having a Palm Pilot for teacher use would be somewhat �� valuable, and between 29.7% and 35.6% reported that having a �� Palm Pilot for teacher use would not be very valuable. There were no significant differences in responses across grade levels. �� How valuable do you think the following equipment might be for your �� teaching, whether or not you are currently using it? �� teacher use A Palm Pilot for �� Figure 16: �� Teachers’ Beliefs About Technology and Instruction 21 Report 6 · September 2003 Overhead Projector Figure 17 provides information about how valuable teachers believe an overhead projector would be for their teaching. Across all three grade levels, the vast majority of teachers reported that having an overhead projector would be very valuable. Between 70.2% and 79.5% of teachers reported that having an overhead projector would be very valuable for their teaching. Between 16.1% and 22.4% reported that having an overhead projector would be somewhat valuable, and between 4.4% and 7.3% reported that having an overhead projector would not be very valuable. A significantly higher percentage of lower grade teachers as compared to upper grade teachers reported that having an overhead projector in their classroom would be very valuable for their teaching. How valuable do you think the following equipment might be for your teaching, whether or not you are currently using it? Overhead Projector �� Figure 17: �� Teachers’ Beliefs About Technology and Instruction 22 Report 6 · September 2003 Figure 18 provides summary information for the 17 items that asked teachers to indicate how valuable specific types of equipment might be for their teaching. Teachers’ reported beliefs about which educational technologies would be valuable differ across grade levels. Based on the average score of teachers’ responses, lower grade teachers reported that one classroom printer would be most valuable, while middle grade and upper grade teachers reported that a desktop computer for teacher use would be most valuable. Teachers in all three grade levels reported that a Palm Pilot for each student would be the least valuable. The greatest difference across grade levels in teachers’ reported beliefs about the value of types of equipment is observed for the following technologies: a digital camera, portable writing devices, and a telephone with an outside line. Overall, lower grade and middle grade teachers were more likely than upper grade teachers to report valuing technical equipment. Figure 18: Summary of Teacher Beliefs About the Value of Equipment One classroom printer A desktop computer teachers can access in their classroom Internet access in your classroom Overhead projector Four desktop computers in your classroom One desktop computer for each student in a lab Telephone with an outside line in your classroom TV monitor with VCR A laptop for teacher use A digital camera for the classroom Multiple classroom printers Four wireless laptops in your classroom LCD projector/computer projection system Portable writing device for each student One wireless laptop for each student in your classroom A Palm Pilot for teacher use A Palm Pilot for each student not very valuable somewhat valuable lower grades middle grades upper grades very valuable Teachers’ Beliefs About Technology and Instruction 23 Figure 19: Which one of the �� following technologies would be most valuable to you? �� Report 6 · September 2003 Figure 19 provides information about which of the following three technologies teachers reported would be most valuable: four desktop computers in their classrooms, one desktop for each student in a lab, or a mobile cart with one wireless laptop for each student available for sign-out. Across all three grade levels, teachers reported that having four desktop computers in their classrooms would be the most valuable option. Between 35.4% and 51.9% of teachers reported that having four desktop computers in their classrooms would be the most valuable. Between 17.3% and 32.4% reported that �� having one desktop for each student in a lab would be the most valuable, and between 24.0% and 33.4% reported that having a mobile cart with one wireless laptop for �� each student available for sign-out would be the most valuable. A significantly higher percentange of lower grade teachers as compared to upper grade teachers favored four �� in their classrooms. desktop computers �� Teachers’ Beliefs About Technology and Instruction 24 Report 6 · September 2003 Beliefs About Teaching and Learning This section presents results for 19 items that asked teachers to indicate how much they agree or disagree with a series of statements about teaching and learning. There were four possible responses: strongly agree, agree, disagree, or strongly disagree. Figure 20 provides information about how much teachers agreed or disagreed with the following statement: Teachers know a lot more than students; they shouldn’t let students muddle around when they can just explain the answers directly. Across all three grade levels, the majority of teachers indicated disagreement with this statement. Between 0.9% and 1.7% of teachers strongly agreed, between 4.3% and 9.9% agreed, between 49.8% and 58.5% disagreed, and between 33.5% and 44.6% strongly disagreed. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade teachers strongly disagreed with the statement that teachers know a lot more than students; they shouldn’t let students muddle around when they can just explain the answers directly. �� Indicate how much you disagree or agree with each of the following statements about �� teaching and learning: Teachers know a lot more than students; they shouldn’t let students �� when they can just explain the answers directly muddle around �� Figure 20: �� Teachers’ Beliefs About Technology and Instruction 25 Figure 21: Indicate how much you disagree or agree with each of the following �� statements about teaching and learning: �� is generally needed for effective learning A quiet classroom �� Report 6 · September 2003 Figure 21 provides information about how much teachers agreed or disagreed with the following statement: A quiet classroom is generally needed for effective learning. Across all three grade levels, the vast majority of teachers indicated disagreement with the statement that a quiet classroom is needed for effective learning. Between 2.0% and 5.0% of teachers strongly agreed, between 24.7% and 31.5% agreed, between 48.9% and 53.7% disagreed, and between 14.7% and 20.1% strongly disagreed. A higher percentage of lower grade and middle grade teachers as compared to upper grade teachers indicated disagreement with the statement that a quiet classroom is ��for effective learning. generally needcd �� Teachers’ Beliefs About Technology and Instruction 26 Figure 22: �� Indicate how much you disagree or agree with each of the following statements about teaching and learning: �� It is better when the teacher – not the students – decides what activities are done �� Report 6 · September 2003 Figure 22 provides information about how much teachers agreed or disagreed with the following statement: It is better when the teacher – not the students – decides what activities are done. Between 1.8% and 8.8% of teachers strongly agreed, between 36.0% and 52.2% agreed, between 33.1% and 51.3% disagreed, and between 5.9% and 10.9% strongly disagreed that it is better when the teacher – not the students – decides what activities are done. There are significant differences in responses across all three grade levels. Upper grade teachers were the most likely to report that they strongly agreed or agreed and lower grade teachers were the least likely to report that they strongly agreed or agreed that it is better when the teacher – not the students �� – decides what activities are done. �� Teachers’ Beliefs About Technology and Instruction 27 Figure 23: Indicate how�� much you disagree or agree with each of the following �� statements about teaching and learning: �� more initiative to learn when they feel free to move Students will take around the room during class �� Report 6 · September 2003 Figure 23 provides information about how much teachers agreed or disagreed with the following statement: Students will take more initiative to learn when they feel free to move around the room during class. Between 5.2% and 14.5% of teachers strongly agreed, between 37.1% and 58.1% agreed, between 25.6% and 51.5% disagreed, and between 1.8% and 6.1% strongly disagreed that students will take more initiative to learn when they feel free to move around the room during class. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade teachers either strongly agreed or agreed that students will take more initiative to learn when they feel free to move around the room during class. �� Teachers’ Beliefs About Technology and Instruction 28 Figure 24: �� Indicate how much you disagree or agree with each of the following statements about �� teaching and learning: Students should help establish criteria on which they will be assessed �� Report 6 · September 2003 Figure 24 provides information about how much teachers agreed or disagreed with the following statement: Students should help establish criteria on which they will be assessed. Across all three grade levels, the majority of teachers indicated agreement with the statement that students should help establish criteria on which they will be assessed. Between 5.9% and 13.2% of teachers strongly agreed, between 47.6% and 57.5% agreed, between 26.7% and 39.6% disagreed, and between 2.6% and 7.0% strongly disagreed that students should help establish criteria on which they will be assessed. There are significant differences in responses across all three grade levels. Lower grade teachers were the most likely to report that they strongly agreed or agreed that students should help establish criteria on which they will be assessed, and upper grade teachers were the least likely to report that they strongly agreed or agreed that students should help establish criteria on which they will be assessed. �� Teachers’ Beliefs About Technology and Instruction 29 Figure 25: Indicate how�� much you disagree or agree with each of the following �� statements about teaching and learning: �� Instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly �� Report 6 · September 2003 Figure 25 provides information about how much teachers agreed or disagreed with the following statement: Instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly. Across all three grade levels, the majority of teachers disagreed that instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly. Between 4.6% and 6.4% of teachers strongly agreed, between 24.9% and 28.9% agreed, between 54.1% and 59.8% disagreed, and between 10.3% and 11.4% strongly disagreed that instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly. There were no significant differences in responses across grade levels. �� Teachers’ Beliefs About Technology and Instruction 30 Figure 26: Indicate how much you disagree or agree with each of the following �� statements about teaching and learning: �� How much students learn depends on how much background knowledge they have – that is why teaching facts is so necessary �� Report 6 · September 2003 Figure 26 provides information about how much teachers agreed or disagreed with the following statement: How much students learn depends on how much background knowledge they have – that is why teaching facts is so necessary. Across all three grade levels, the majority of teachers indicated disagreement with the statement that how much students learn depends on how much background knowledge they have–that is why teaching facts is so necessary. Between 3.0% and 5.1% of teachers strongly agreed, between 36.7% and 39.0% agreed, between 44.9% and 53.4% disagreed, and between 6.6% and 11.0% strongly disagreed that how much students learn depends on how much background knowledge they have – that is why teaching facts is so necessary. �� There were no�� significant differences in responses across grade levels. �� Teachers’ Beliefs About Technology and Instruction 31 Figure 27: �� Indicate how much you disagree or agree with each of the following statements about �� teaching and learning: Instruction is most effective when teachers collaborate �� Report 6 · September 2003 Figure 27 provides information about how much teachers agreed or disagreed with the following statement: Instruction is most effective when teachers collaborate. Across all three grade levels, the majority of teachers agreed that instruction is most effective when teachers collaborate. Between 22.8% and 38.3% of teachers strongly agreed, between 53.7% and 65.3% agreed, between 6.6% and 14.7% disagreed, and between 0.7% and 1.4% strongly disagreed. There were significant differences in responses across all three grade levels. Lower grade teachers were the most likely to report that they strongly agreed and upper grade teachers were least likely to report that they strongly agreed that instruction is most effective when teachers collaborate. �� Teachers’ Beliefs About Technology and Instruction 32 Figure 28: Indicate how much you disagree or agree with each of the following �� statements about teaching and learning: �� Students create better-looking products with computers than with other traditional media �� Report 6 · September 2003 Figure 28 provides information about how much teachers agreed or disagreed with the following statement: Students create better-looking products with computers than with other traditional media. Between 9.4% and 15.5% of teachers strongly agreed, between 38.9% and 53.8% agreed, between 27.8% and 44.1% disagreed, and between 3.0% and 7.6% strongly disagreed. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade teachers either strongly disagreed or disagreed that students create better-looking products with computers than �� with other traditional media. �� Teachers’ Beliefs About Technology and Instruction 33 Figure 29: Indicate how much you disagree or agree with each of the following statements about �� teaching and learning: �� Students’ writing quality is worse when they use word processors �� Report 6 · September 2003 Figure 29 provides information about how much teachers agreed or disagreed with the following statement: Students’ writing quality is worse when they use word processors. Across all three grade levels, the vast majority of teachers disagreed that students’ writing quality is worse when they use word processors. Between 1.3% and 2.8% of teachers strongly agreed, between 7.7% and 9.4% agreed, between 62.7% and 72.8% disagreed, and between 16.4% and 25.9% strongly disagreed, that students’ writing quality is worse when they use word processors. There were no significant differences in responses across grade levels. �� Teachers’ Beliefs About Technology and Instruction 34 Report 6 · September 2003 Figure 30 provides information about how much teachers agreed or disagreed with the following statement: Computers encourage students to be lazy. Across all three grade levels, the vast majority of teachers disagreed that computers encourage students to be lazy. Between 1.0% and 3.0% of teachers strongly agreed, between 6.0% and 14.1% agreed, between 55.6% and 62.0% disagreed, and between 24.2% and 32.0% strongly disagreed. A significantly higher percentage of upper grade teachers as compared to lower grade and middle grade teachers indicated agreement with the statement that computers encourage students to be lazy. �� Indicate how much you disagree or agree with each of the following �� teaching and learning: statements about Computers encourage students to be lazy �� Figure 30: �� Teachers’ Beliefs About Technology and Instruction 35 Report 6 · September 2003 Figure 31 provides information about how much teachers agreed or disagreed with the following statement: Students interact with each other more while working with computers. Across all three grade levels, the vast majority of teachers disagreed that students interact with each other more while working with computers. Between 2.5% and 3.3% of teachers strongly agreed, between 29.0% and 37.0% agreed, between 55.6% and 60.9% disagreed, and between 4.2% and 6.8% of teachers strongly disagreed that students interact with each other more while working with computers. There were no significant differences in responses across grade levels. �� Indicate how much you disagree or agree with each of the following �� teaching and learning: statements about Students interact �� with each other more while working with computers �� Figure 31: �� 36 Figure 32 provides information about how much teachers agreed or disagreed with the following statement: Computers help students grasp difficult curricular concepts. Between 3.0% and 5.6% of teachers strongly agreed, between 45.0% and 53.2% agreed, between 40.4% and 45.1% disagreed, and between 3.1% and 4.3% strongly �� disagreed that computers help students grasp difficult curricular concepts. There were no significant differences in responses across grade levels. �� Figure 32: Indicate how much you disagree or agree with each of the following �� teaching and learning: statements about Computers help �� students grasp difficult curricular concepts �� Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction �� Teachers’ Beliefs About Technology and Instruction 37 Figure 33: Indicate how much you disagree or agree with each of the following �� teaching and learning: �� statements about Computers have �� weakened students’ research skills �� Report 6 · September 2003 Figure 33 provides information about how much teachers agreed or disagreed with the following statement: Computers have weakened students’ research skills. Across all three grade levels, the vast majority of teachers disagreed that computers have weakened students’ research skills. Between 1.5% and 7.5% of teachers strongly agreed, between 11.5% and 27.9% agreed, between 51.5% and 68.0% disagreed, and between 13.1% and 18.9% strongly disagreed that computers have weakened students’ research skills. There were significant differences in responses across all three grade levels. Lower grade teachers were the most likely to indicate disagreement with the statement that computers have weakened students’ research skills, and upper grade teachers were the least likely to indicate disagreement with the statement that computers have weakened students’ research skills. �� Teachers’ Beliefs About Technology and Instruction 38 Figure 34: Indicate how much you disagree or agree with each of the following �� teaching and learning: �� statements about Many students��use computers to avoid doing more important school work �� Report 6 · September 2003 Figure 34 provides information about how much teachers agreed or disagreed with the following statement: Many students use computers to avoid doing more important school work. Across all three grade levels, the majority of teachers indicated disagreement with the statement that many students use computers to avoid doing more important school work. Between 1.7% and 5.6% of teachers strongly agreed, between 18.9% and 39.7% agreed, between 46.7% and 67.0% disagreed, and between 8.1% and 12.3% strongly disagreed that many students use computers to avoid doing more important school work. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade teachers indicated disagreement with the statement that many students use computers to avoid doing more important school work. �� Teachers’ Beliefs About Technology and Instruction 39 Figure 35: Indicate how much you disagree or agree with each of the following �� statements about teaching and learning: Students work��harder at their assignments when they use computers �� Report 6 · September 2003 Figure 35 provides information about how much teachers agreed or disagreed with the following statement: Students work harder at their assignments when they use computers. Across all three grade levels, the majority of teachers indicated disagreement with the statement that students work harder at their assignments when they use computers. Between 1.8% and 4.3% of teachers strongly agreed, between 34.9% and 44.1% agreed, between 49.2% and 61.0% disagreed, and between 2.3% and 2.4% of teachers strongly disagreed that students work harder at their assignments when they use computers. A significantly higher percentage of lower grade and upper grade teachers as compared to middle grade teachers disagreed that students work harder at �� when they use computers. their assignments �� Teachers’ Beliefs About Technology and Instruction 40 Report 6 · September 2003 Figure 36 provides information about how much teachers agreed or disagreed with the following statement: Students are more willing to do second drafts when using a computer. Across all three grade levels, the majority of teachers agreed that students are more willing to do second drafts when using a computer. Between 16.3% and 25.1% of teachers strongly agreed, between 60.4% and 62.2% agreed, between 11.9% and 20.3% disagreed, and between 1.3% and 2.6% strongly disagreed. A significantly higher percentage of middle grade teachers as compared to lower grade teachers strongly agreed that students are more willing to do second drafts when using a computer. �� Indicate how much you disagree or agree with each of the following �� teaching and learning: statements about Students are more willing to do second drafts when using a computer �� Figure 36: �� Teachers’ Beliefs About Technology and Instruction 41 Figure 37: �� Indicate how much you disagree or agree with each of the following statements about teaching and learning: �� Technology support in my school exists primarily “to keep the computers �� running” �� Report 6 · September 2003 Figure 37 provides information about how much teachers agreed or disagreed with the following statement: Technology support in my school exists primarily “to keep the computers running.” Between 9.9% and 13.7% of teachers strongly agreed, between 29.1% and 41.1% agreed, between 36.9% and 47.3% disagreed, and between 8.3% and 13.7% strongly disagreed that technology support exists primarily “to keep the computers running.” A significantly higher percentage of lower grade teachers as compared to upper�� grade teachers indicated disagreement with the statement that technol�� ogy support in their schools exists primarily “to keep the computers running.” �� Teachers’ Beliefs About Technology and Instruction 42 Figure 38: �� Indicate how much you disagree or agree with each of the following statements about teaching and learning: �� Technology support exists primarily to help teachers integrate computers with teaching�� Report 6 · September 2003 Figure 38 provides information about how much teachers agreed or disagreed with the following statement: Technology support exists primarily to help teachers integrate computers with teaching. Between 2.9% and 7.7% of teachers strongly agreed, between 29.8% and 44.2% agreed, between 38.5% and 47.0% disagreed, and between 9.6% and 20.2% strongly disagreed that technology support exists primarily to help teachers integrate computers with teaching. There were significant differences in responses across all three grade levels. Lower grade teachers strongly agreed or agreed the most and upper grade ��teachers either strongly agreed or agreed the least that technology �� support exists primarily to help teachers integrate computers with teaching. �� Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction Figure 39 presents summary results for the 19 items that asked teachers to indicate how much they agreed or disagreed with a series of statements about teaching and learning. Teachers’ beliefs about instructional strategies differed across grade levels. Based on the average score of teachers’ responses, teachers in all three grade levels agreed the most with the statement “instruction is most effective when teachers collaborate,” and disagreed the most with the statement “teachers know a lot more that students; they shouldn’t let students muddle around when they can just explain the answers directly.” When asked about their technology beliefs, teachers across all three grade levels agreed the most with the statement that students are more willing to do second drafts when using a computer. Lower grade and middle grade teachers disagreed the most with the statement that computers encourage students to be lazy, while upper grade teachers disagreed the most that students’ writing quality is worse when they use word processors. When asked about support, lower grade teachers reported that technology support exists primarily to help teachers integrate computers with their teaching while middle grade and upper grade teachers reported that technology support primarily exists to keep the computers running. Across grade levels, the greatest difference in teachers’ beliefs about teaching and learning was observed for the following items: whether students will take more initiative when they are free to move around the classroom, whether technology support exists to help teachers integrate computers with their teaching, whether students create better looking products with computers than with other traditional media, whether the teacher or students should decide what activities take place in the classroom, and whether computers have weakened students’ research skills. (Figure 39 is shown on the next page.) 43 Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction Figure 39: 44 Summary of Beliefs About Teaching and Learning Instructional Beliefs Instruction is most effective when teachers collaborate Students will take more initiative to learn when they feel free to move around the room during class Students should help establish criteria on which they will be assessed How students learn depends on how much background knowledge they have - that is why teaching facts is so necessary It is better when the teacher – not the students – decides what activities are done Instruction should be built around problems with clear, correct answers, and around ideas that most students can grasp quickly A quiet classroom is generally needed for effective learning Teachers know more than students; they shouldn't let students muddle around when they can just explain the answers directly Technology Beliefs Students are more willing to do second drafts when using a computer Computers help students grasp difficult curricular concepts Students create better-looking products with computers than with other traditional media Students work harder at their assignments when they use computers Students interact with each other more while working with computers Many students use computers to avoid doing more important school work Computers have weakened students' research skills Students' writing quality is worse when they use word processors Computers encourage students to be lazy Support Technology support exists primarily to help teachers integrate computers with teaching Technology support in my school exists primarily to keep the computers running strongly disagree disagree agree lower grades middle grades upper grades strongly agree Teachers’ Beliefs About Technology and Instruction 45 Report 6 · September 2003 Teacher Beliefs on Teaching Philosophies The following five items asked teachers to indicate how much their beliefs were aligned with a set of two statements about teaching philosophies. There were seven possible responses for each item. The series of paired statements was preceeded by the following statement: Different teachers have described very different teaching philosophies to researchers. For each of the following pairs of statements, check the box that best shows how closely your beliefs are to each of the statements in a given pair. The closer your beliefs to a particular statement, the closer the box you check. Figure 40 provides information about how much teachers’ beliefs were aligned with two statements about the role of teachers. The two statements were as follows: 1. Role as facilitator “I mainly see my role as a facilitator. I try to provide opportunities and resources for my students to discover or construct concepts for themselves.” 2. Show students how to do the work “Students really won’t learn the subject unless you go over the material in a structured way. It’s my job to explain, to show the students how to do the work, and to assign specific projects.” Between 5.1% and 8.1% of teachers strongly agreed, between 14.4% and 17.8% agreed, and between 19.0% and 21.9% moderately agreed that their role is to be a �� facilitator. Between 12.5% and 16.4% moderately agreed, between 4.6% and 12.5% agreed, and between 1.2% and 3.7% strongly agreed that it is their job to explain and �� show the students how to do the work. Between 27.3% and 34.8% had mixed beliefs and did not favor either statement. A significantly higher percentage of lower grade �� teachers as compared to middle grade and upper grade teachers favored the first statement that indicated their role is to be a facilitator. �� Figure 40: Alignment of teachers’ beliefs with two statements about ��the role of teachers �� Teachers’ Beliefs About Technology and Instruction 46 Report 6 · September 2003 Figure 41 provides information about how much teachers’ beliefs were aligned with two statements about the importance of content versus sense-making. The two statements were as follows: 1. Curricular content “The most important part of instruction is the content of the curriculum. That content is what children need to know and be able to do.” 2. Encourage sense-making “The most important part of instruction is that it encourages ‘sense-making’ or thinking among students. Content is secondary.” Across all three grade levels, a higher percentage of teachers reported that the most important part of instruction is encouraging sense-making. Between 1.3% and 3.4% of teachers strongly agreed, between 5.6% and 9.3% agreed, and between 11.3% �� and 14.1% moderately agreed that the most important part of instruction is curricular content. Between 20.5% and 25.9% moderately agreed, between 14.8% and 16.1% �� agreed, and between 4.3% and 5.1% strongly agreed that the most important part of instruction is encouraging sense-making. Between 32.3% and 38.4% had mixed be�� liefs and did not favor either statement. Responses did not differ significantly across grade levels. �� Figure 41: Alignment of teachers’ beliefs with two statements about the importance ��of content versus sense-making �� 47 Figure 42 provides information about how much teachers’ beliefs were aligned with two statements about the emphasis of basic skills. The two statements were as follows: 1. “Students must learn basic skills before they can master complex content.” 2. “Students can learn basic skills in the context of mastering complex content.” Between 5.3% and 7.2% of teachers strongly agreed, between 11.4% and 16.5% �� agreed, and between 16.9% and 19.8% moderately agreed that students must learn basic skills before they can master complex content. Between 14.9% and 16.8% �� moderately agreed, between 10.5% and 14.4% agreed, and between 3.5% and 5.1% strongly agreed that students can learn basic skills in the context of mastering complex �� content. Between 26.3% and 30.4% had mixed beliefs and did not favor either statement. Responses did not differ significantly across grade levels. �� Figure 42: Alignment of teachers’ beliefs with two statements about the emphasis of ��basic skills �� Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction �� Teachers’ Beliefs About Technology and Instruction 48 Report 6 · September 2003 Figure 43 provides information about how much teachers’ beliefs were aligned with two statements about the importance of student interests. The two statements were as follows: 1. Interest is more important than subject “It is critical for students to become interested in doing academic work – interest and effort are more important than the particular subject matter they are working on.” 2. Students should learn from books “While student motivation is certainly useful, it should not drive what students study. It is more important that students learn history, science, math, and language skills in their textbooks.” Across all three grade levels, a higher percentage of teachers reported that student interest and effort are more important than the particular subject matter they are working on. Between 7.1% and 10.4% of teachers strongly agreed, between 20.7% and 24.2% agreed, and between 26.1% and 26.6% moderately agreed that student interest and effort are more important than the particular subject matter they are working on. Between 5.8% and 10.5% moderately agreed, between 2.6% and 7.3% agreed, �� and between 0.2% and 0.8% strongly agreed that it is more important for students to learn specific content and skills from their textbooks. Between 27.5% and 30.8% had �� mixed beliefs and did not favor either statement. A significantly higher percentage of lower grade and middle grade teachers as compared to upper grade teachers favored �� the first statement that indicated student interest is more important than the subject matter. �� Figure 43: Alignment of teachers’ beliefs with two statements about the importance ��of students’ interests �� Teachers’ Beliefs About Technology and Instruction 49 Report 6 · September 2003 Figure 44 provides information about how much teachers’ beliefs were aligned with two statements about whole class instruction versus multiple activities. The two statements were as follows: 1. Whole class instruction “It’s more practical to give the whole class the same assignment, one that has clear directions, and one that can be done in short intervals that match student’s attention spans and the daily class schedule.” 2. Multiple activities “It is a good idea to have all sorts of activities going on in the classroom. Some students may produce a scene from a play they read. Others may create a version of the set. It’s hard to organize, but the successes are so much more important than the failures.” Between 1.2% and 5.7% of teachers strongly agreed, between 4.7% and 18.9% agreed, and between 8.0% and 20.7% moderately agreed that it’s more practical to give the whole class the same assignment. Between 14.9% and 22.4% moderately agreed, between 10.0% and 22.3% agreed, and between 2.1% and 12.0% strongly agreed that it’s a good idea to have all sorts of activities going on in the classroom. Between 27.7% �� and 31.5% had mixed beliefs and did not favor either statement. There were significant differences in responses across all three grade levels. A higher percentage of lower �� grade teachers as compared to middle grade and upper grade teachers reported that it is a good idea to have all sorts of activities going on in the classroom. A higher per�� centage of upper grade teachers as compared to lower grade and middle grade teachers reported that it is more practical to give the whole class the same assignment. �� Figure 44: Alignment of teachers’ beliefs with two statements about the importance ��of whole class instruction versus multiple activities �� Teachers’ Beliefs About Technology and Instruction 50 Report 6 · September 2003 Factors Influencing Teacher Use of Technology This section presents results for five items that asked teachers to indicate the extent to which specific factors influenced how they use computers in their classrooms. There are three possible responses: great influence, some influence, and no influence. Figure 45 provides information about the extent to which teachers reported that their use of computers in the classroom is influenced by other teachers sharing examples of how they use computers with their students. Between 36.2% and 43.8% of teachers indicated that shared examples have a great influence, between 42.6% and 49.1% indicated some influence, and between 11.4% and 20.8% indicated no influence. A significantly higher percentage of upper grade teachers as compared to lower grade teachers reported that other teachers sharing examples of how they use comput�� ers with their students is of no influence. How important have each of the following been in influencing how you �� use computers in your classroom: Other teachers��have shared examples of how they use computers with their students �� Figure 45: �� Teachers’ Beliefs About Technology and Instruction 51 Figure 46: How important have each of the following been in influencing how you �� use computers in your classroom: �� district has put computers in my classroom encourages The fact that the me to use them with my students �� Report 6 · September 2003 Figure 46 provides information about the extent to which teachers reported that their use of computers in the classroom is influenced by the fact that the district has put computers in their classrooms. Between 19.7% and 41.4% of teachers indicated that the district putting computers in their classrooms has great influence, between 33.2% and 46.5% indicated some influence, and between 12.1% and 47.1% indicated no influence. There were significant differences in responses across all three grade levels. A higher percentage of lower grade teachers as compared to middle grade and upper grade teachers reported that the fact that the district put computers in their classrooms is of great influence. A higher percentage of upper grade teachers as compared to lower grade and middle grade teachers reported that the fact that the district �� put computers �� in their classrooms is of no influence. �� Teachers’ Beliefs About Technology and Instruction 52 Figure 47: How important ��have each of the following been in influencing how you �� use computers in your classroom: �� The Technology Director and/or Specialist has demonstrated uses that I have adapted to my classroom �� Report 6 · September 2003 Figure 47 provides information about the extent to which teachers reported that their use of computers in the classroom was influenced by the Technology Director and/or Specialist demonstrating uses that the teachers have adapted to their classrooms. Between 9.0% and 26.5% of teachers indicated that the technology director demonstrating uses has had a great influence, between 33.7% and 47.7% indicated some influence, and between 26.9% and 57.3% indicated no influence. There are significant differences in responses across all three grade levels. A higher percentage of lower grade teachers as compared to middle grade and upper grade teachers reported that having the Technology Director and/or Specialist demonstrate uses is of great influence. A higher percentage of upper grade teachers as compared to lower grade and middle grade teachers reported that having the Technology Director and/or Specialist demonstrate uses is of no influence. �� Teachers’ Beliefs About Technology and Instruction 53 Figure 48: ��have each of the following been in influencing how you How important use computers in your classroom: �� I have worked with my colleagues to design lessons that require classroom use of computers �� Report 6 · September 2003 Figure 48 provides information about the extent to which teachers reported that their use of computers in the classroom was influenced by the teacher working with his/her colleagues to design lessons that require classroom use of computers. Between 17.9% and 21.2% of teachers indicated that working with colleagues to design lessons involving computers had been of great influence, between 38.7% and 46.2% indicated some influence, and between 32.6% and 43.4% indicated no influence. A significantly higher percentage of upper grade teachers as compared to middle grade teachers reported that working �� with his/her colleagues to design lessons that require classroom �� use of computers was not influential. �� Teachers’ Beliefs About Technology and Instruction 54 Figure 49: ��have each of the following been in influencing how you How important use computers in your classroom: �� Professional development workshops led by someone outside of the school have demonstrated uses that I have adapted to my classroom �� Report 6 · September 2003 Figure 49 provides information about the extent to which teachers reported that their use of computers in the classroom was influenced by professional development workshops led by someone outside of the school which demonstrated uses the teacher adapted to his/her classroom. Between 13.4% and 20.2% of teachers indicated professional development workshops have had great influence, between 45.4% and 49.8% indicated some influence, and between 31.7% and 41.2% indicated no influence. A significantly higher percentage of upper grade teachers as compared to lower grade and middle grade �� teachers reported that professional development workshops led by �� someone outside of the school demonstrating uses of computers was not influential. �� Teachers’ Beliefs About Technology and Instruction 55 Report 6 · September 2003 Figure 50 presents results for the five items that asked teachers to indicate the extent to which their use of computers in the classroom is influenced by specific factors in their classrooms. Teachers’ beliefs about the influence of various factors on their use of computers differed across grade levels. Based on the average score of teachers’ responses, teachers in all three grade levels agreed that the most influential factor was other teachers sharing examples of how they use computers with their students. Beliefs about which factor was least influential varies by grade level. Middle grade and upper grade teachers reported that the technology director demonstrating uses that they have adapted in their classrooms was the least influential, while lower grade teachers reported that working with colleagues to design lesson plans using computers was the least influential. Teachers’ reported beliefs about the influence of the district putting computers in their classrooms and the influence of the technology director demonstrating uses that they have adapted in their classrooms differ the most across grade levels. Lower grade teachers were the most likely to report that these two factors were influential. Figure 50: Summary of Factors Influencing Teacher Use of Technology Other teachers have shared examples of how they use computers with their students The fact that the district has put computers in my classroom encourages me to use them with my students The Technology Director and/or Specialist has demonstrated uses that I have adapted to my classroom Professional development workshops led by someone outside of the school have demonstrated uses that I have adapted to my classroom I have worked with my colleagues to design lessons that require classroom use of computers no influence some influence lower grades middle grades upper grades great influence Teachers’ Beliefs About Technology and Instruction 56 Report 6 · September 2003 Pressure to Use Teaching Strategies The following 10 items asked teachers to indicate how much pressure was felt at their school to use a given teaching strategy. There were four possible responses: no pressure, very little pressure, some pressure, and a lot of pressure. Figure 51 provides information on teachers’ reports about how much pressure they feel at their school to have students work in groups. Between 20.4% and 26.7% of �� teachers indicated that there was no pressure to have students work in groups, between 21.7% and 26.2% indicated very little pressure, between 38.9% and 42.6% indicated some pressure, �� and between 9.8% and 15.2% indicated a lot of pressure. A significantly higher percentage of upper grade teachers as compared to lower grade teachers �� is no pressure to have students work in groups. reported that there In many schools, �� teachers are pressured to teach in specific ways. To what extent are the following pressures felt at your school? �� To have students work in groups �� Figure 51: �� Teachers’ Beliefs About Technology and Instruction 57 Figure 52: In many schools, teachers are pressured to teach in specific ways. To what �� extent are the following pressures felt at your school? �� use computers To have students �� Report 6 · September 2003 Figure 52 provides information on teachers’ reports about how much pressure they feel at their school to have students use computers. Between 14.9% and 28.3% of teachers indicated that there is no pressure to have students use computers, between 30.6% and 33.2% indicated very little pressure, between 35.2% and 45.5% indicated some pressure,�� and between 5.0% and 9.1% indicated a lot of pressure. A significantly �� higher percentage of lower grade teachers as compared to middle grade and upper grade teachers reported that there is pressure to have students use computers. �� Teachers’ Beliefs About Technology and Instruction 58 Figure 53: In many schools, teachers are pressured to teach in specific ways. To what extent are the following pressures felt at your school? �� To cover a large quantity of curriculum content �� Report 6 · September 2003 Figure 53 provides information on teachers’ reports about how much pressure they feel at their schools to cover a large quantity of curriculum content. Across all three grade levels, the majority of teachers indicated feeling either some pressure or a lot of pressure to cover a large quantity of curriculum content. Between 3.7% and 8.6% of teachers indicated that there is no pressure to cover a large quantity of curriculum content, between 6.1% and 12.6% indicated very little pressure, between 24.7% and 38.5% indicated some pressure, and between 40.3% and 65.5% indicated a lot of pressure. There were significant differences in responses across all three grade levels. A higher percentage of lower grade teachers as compared to middle grade and upper grade teachers reported that there is a lot of pressure to cover a large quantity of curriculum content. A higher percentage of upper grade teachers as compared to lower grade and middle grade teachers reported feeling less pressure to cover a large quantity of curriculum content. �� Teachers’ Beliefs About Technology and Instruction 59 Report 6 · September 2003 Figure 54 provides information on teachers’ reports about how much pressure they feel at their schools to keep a class quiet, even if that means students are less engaged. Across all three grade levels, the majority of teachers indicated feeling either no pressure or very little pressure to keep a class quiet. Between 37.0% and 43.1% of teachers indicated that there is no pressure to keep a class quiet, between 37.9% and 40.6% �� indicated very�� little pressure, between 14.4% and 21.4% indicated some pressure, and between 1.9% and 3.6% indicated a lot of pressure. A significantly higher percentage �� of upper grade teachers as compared to lower grade teachers indicated feeling more pressure to keep a class quiet, even if that means students are less engaged. �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To keep a class��quiet, even if that means students are less engaged �� Figure 54: �� Teachers’ Beliefs About Technology and Instruction 60 Report 6 · September 2003 Figure 55 provides information on teachers’ reports about how much pressure they feel at their schools to have students use the Internet. Across all three grade levels, the majority of teachers indicated feeling either no pressure or very little pressure to have students use the Internet. Between 34.9% and 39.7% of teachers indicated that �� there was no �� pressure to have students use the Internet, between 38.6% and 41.3% indicated very little pressure, between 19.8% and 24.4% indicated some pressure, and �� between 1.6% and 2.6% indicated a lot of pressure. There were no significant differences in responses across grade levels. �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To have students use the Internet �� Figure 55: �� Teachers’ Beliefs About Technology and Instruction 61 Report 6 · September 2003 Figure 56 provides information on teachers’ reports about how much pressure they feel at their schools to do “performance-based assessments.” Across all three grade levels, the majority of teachers indicated feeling either some pressure or a lot of pressure to do “performance-based assessments.” Between 12.3% and 20.4% of teachers indicated that there is no pressure to do “performance-based assessments”, between 23.0% and 27.1% indicated very little pressure, between 37.5% and 42.1% �� indicated some pressure, and between 15.9% and 25.2% indicated a lot of pressure. A significantly higher percentage of lower grade teachers as compared to middle grade and upper grade��teachers reported that there is a lot of pressure to do “performancebased assessments.” �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To do “performance-based assessments” �� Figure 56: �� 62 Figure 57 provides information on teachers’ reports about how much pressure they feel at their schools to have students do projects. Between 18.0% and 22.5% �� of teachers indicated that there is no pressure to have students do projects, between 27.3% and 32.7% indicated very little pressure, between 38.3% and 42.5% indicated �� some pressure, and between 10.3% and 10.9% indicated a lot of pressure. There were no significant differences in responses across grade levels. �� Figure 57: In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To have students do projects �� Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction �� Teachers’ Beliefs About Technology and Instruction 63 Report 6 · September 2003 Figure 58 provides information on teachers’ reports about how much pressure they feel at their schools to use technology in the same way as other teachers in their grade. Across all three grade levels, the vast majority of teachers indicated feeling either no pressure or very little pressure to use technology in the same way as other teachers. Between 35.1% and 44.2% of teachers indicated that there is no pressure to use technology in the same way as other teachers, between 33.0% and 38.7% indicated �� very little pressure, between 17.9% and 22.6% indicated some pressure, and between 2.4% and 3.7% indicated a lot of pressure. A higher percentage of upper grade and �� middle grade teachers as compared to lower grade teachers reported that there is no pressure to use technology in the same way as other teachers in their grade. �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To use technology in the same way as other teachers in your grade �� Figure 58: �� Teachers’ Beliefs About Technology and Instruction 64 Report 6 · September 2003 Figure 59 provides information on teachers’ reports about how much pressure they feel at their schools to prepare students to take standardized tests. Across all three grade levels, the vast majority of teachers indicated feeling either some pressure or a lot of pressure to prepare students to take standardized tests. Between 10.9% and 14.2% of teachers indicated that there is no pressure, between 12.3% and 15.7% in�� dicated very little pressure, between 31.9% and 34.8% indicated some pressure, and between 35.2% and 42.0% indicated that there is a lot of pressure to prepare students �� to take standardized tests. There were no significant differences in responses across grade levels. �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To prepare students to take standardized tests �� Figure 59: �� Teachers’ Beliefs About Technology and Instruction 65 Report 6 · September 2003 Figure 60 provides information on teachers’ reports about how much pressure they feel at their schools to do “higher-order” thinking and “problem solving.” Across all three grade levels, the vast majority of teachers indicated feeling either some pressure or a lot of pressure to do “higher-order” thinking and “problem solving.” Between 8.0% and 11.1% of teachers indicated no pressure, between 10.9% and 16.1% in�� dicated very little pressure, between 37.6% and 44.0% indicated some pressure, and between 31.2% and 43.4% indicated a lot of pressure. A significantly higher percent�� age of lower grade teachers as compared to middle grade and upper grade teachers reported feeling more pressure to do “higher-order” thinking and “problem solving.” �� In many schools, teachers are pressured to teach in specific ways. To what extent are the�� following pressures felt at your school? To do “higher-order” thinking and “problem solving” �� Figure 60: �� Teachers’ Beliefs About Technology and Instruction 66 Report 6 · September 2003 Figure 61 presents results from the 10 items that asked teachers to indicate how much pressure was felt at their schools to use teaching strategies which influence instruction or instructional practices in their classrooms. Teachers’ beliefs about the ways in which they are pressured to teach differed across grade levels. Based on the average score of teachers’ responses, teachers in all three grade levels reported that they feel the most pressure to cover a large quantity of curriculum content; lower grade teachers reported feeling more pressure than middle grade and upper grade teachers reported feeling. Lower grade and middle grade teachers reported feeling the least amount of pressure in regards to keeping their class quiet, while upper grade teachers reported feeling the least amount of pressure in regards to using technology in the same way as other teachers in their grade. Teachers’ beliefs about the amount of pressure they feel to have students use computers and to cover a large quantity of curriculum content differed the most across the three grade levels. Lower grade teachers reported feeling more pressure to use computers and cover a large quantity of curriculum content than upper grade and middle grade teachers reported feeling. Figure 61: Summary of Pressures to Use Teaching Strategies To cover a large quantity of curriculum content To do "higher order" thinking and "problem solving" To prepare students to take standardized tests To do performance-based assessments To have students work in groups To have students use computers To have students do projects To use technology in the same way as other teachers in your grade To have students use the Internet To keep a class quiet, even if that means students are less engaged no pressure very little pressure some pressure lower grades middle grades upper grades a lot of pressure Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction Summary This report summarizes opinions of 2,894 teachers that replied to survey items regarding their values and beliefs about teaching. According to information provided by these teachers, in general, technology was seen as being valuable to their teaching. The only form of technology that the majority of teachers indicated would be “not very valuable” is a Palm Pilot for each student. In addition, the majority of upper grade teachers indicated that a portable writing device for each student would be “not very valuable.” Based on the average score of teachers’ responses, teachers reported that a classroom printer, a desktop computer that the teacher can access in his/her classroom, and Internet access in the classroom would be the most valuable forms of technology for their teaching. Opinions about how valuable different forms of technology would be differed across grade levels. In general, lower grade and middle grade teachers were more likely than upper grade teachers to indicate that they valued technology. Specifically, the only forms of technology that upper grade teachers were more likely to report valuing were a TV monitor with VCR, an LCD projector/computer projection system, a wireless laptop for each student in their classrooms, and a Palm Pilot for each student. Teachers were asked to choose which of the following three types of technology would be most valuable for their teaching: four desktop computers in the classroom, one desktop for each student in the lab, or a mobile cart with laptop for sign-out. Teachers in all three grade levels chose four desktop computers in the classroom more than either of the other two options. When teachers were asked to indicate how much they either agreed or disagreed with a series of statements about teaching and learning, teachers across all three grade levels most strongly agreed that “instruction is most effective when teachers collaborate” and most strongly disagreed that “teachers know more than students; they shouldn’t let students muddle around when they can just explain the answers directly.” In general, teachers agreed that students are more willing to do second drafts when using a computer, teachers disagreed that computers are encouraging students to be lazy, and disagreed that the quality of student writing is worse when they use word processors. Teachers’ beliefs differed by grade level about whether technology support exists to keep the computers running or to help teachers integrate computers with teaching. Lower grade teachers favored “technology support primarily existing to help teachers integrate computers with teaching” while upper grade teachers favored “technology support primarily existing to keep the computers running.” Five items were presented to teachers that described a set of statements about teaching philosophies. Teachers were asked to show how closely their beliefs were aligned to the set of statements on a scale. In general, teacher responses fell in a normal shaped curve, meaning that most teachers’ beliefs were mixed. The only responses that do not fall in a normal shaped curve pertain to the importance of student interests. Teachers across all three grade levels more strongly agreed with the statement “it is critical for students to become interested in doing academic work – interest and effort are more important than the particular subject matter they are working on” than “while student motivation is certainly useful, it should not drive what students study. It is more important that students learn history, science, math and language skills in their textbooks.” Although all other item responses were mixed between statements, lower grade teachers were more likely than middle grade and upper grade teachers to favor the constructivist views over the traditionalist views. 67 Report 6 · September 2003 Teachers’ Beliefs About Technology and Instruction Teachers were also asked to indicate how much a set of factors have influenced their use of computers in their classrooms. Across all three grade levels, teachers agreed that other teachers sharing examples of how they use computers with their students was the most influential. Middle grade and upper grade teachers reported that the technology director demonstrating computer uses that teachers have adapted in their classrooms was the least influential while lower grade teachers reported that working with colleagues to design lessons that require classroom use of computers was the least influential. Regarding how much pressure teachers reported that they feel to teach in specific ways, teachers across all three grade levels reported feeling the most amount of pressure to cover a large quantity of curriculum content. Lower grade and middle grade teachers reported feeling the least amount of pressure to keep their class quiet while upper grade teachers reported feeling the least amount of pressure to use technology in the same way as other teachers in their grade. 68 inTASC is a not-for-profit research group that works collaboratively with schools, educational agencies, and businesses to conduct research and development on a variety of issues related to technology and assessment. inTASC brings together researchers who have examined several aspects of technology and assessment in schools over the past decade to focus on new questions and issues that arise from the field. inTASC is unique in that it does not develop research studies and then seek schools to participate in research activities. Instead, schools, educational agencies, and businesses approach inTASC with their own ideas and/or questions that require systematic research to address. Research conducted by inTASC is developed, conducted, and often disseminated in collaboration with our educational and business partners. inTASC believes that advances in educational technology and continuously emerging applications of those technologies coupled with growing demands to document impacts on teaching and learning requires a dual focus on instructional uses of technology and applications of technology to new forms of assessment. For this reason, inTASC collaborates on research that focuses on instructional uses of technology and on applications of computer-based technologies to the technology of testing and assessment. It is our hope that this dual focus will enable us to provide research-based information to schools and educational leaders about the impacts of educational technology, and to produce new forms of assessment that capitalize on the powers of computer-based technologies and that are more sensitive to the types of learning enabled by educational technologies. Use, Support, and Effect of Instructional Technology Study www.intasc.org

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