K-12 Classroom Technology Survey Report and Data Appendix, 2016

Sep 20, 2016
478 Pages - Pub ID: CURP5827565
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K-12 Classroom Technology Survey Report 2016

K-12 schools are adding more educational technology to their classrooms from front-of-room options, like projectors and interactive whiteboards, to devices like laptops and tablets in the hands of students.

Noticing K-12 education's trend toward education technology in the classroom, Simba Information initiated research on the availability of educational technology and how teachers and students are using these innovative instructional resources. Simba Information partnered with MCH Strategic Data on a technology survey for teachers to better understand what education technology is available to teachers and students within K-12 education, and how that technology is changing instruction in the classroom.

K-12 Classroom Technology Survey Report 2016 is the resulting new report that follows the point-in-time in-depth analysis of previous Simba survey reports.

Topics Covered Include:

  • What sources are tapped to pay for classroom technology
  • How teachers are trained to use classroom technology
  • What presentation technology is available to teachers
  • What devices are available for student use
  • What purposes students use those devices for
  • What technology teachers would like to add to their classrooms
Simba Information's K-12 Classroom Technology Survey Report 2016 provides additional information about how the introduction of educational technology into the K-12 classroom setting is changing teaching and learning. K-12 educators were asked about whether they now use a learning management system and which system they use. Teachers also were asked about their participation in online education communities.

Accompanying the integration of more education technology into the K-12 classroom has been a shift to digital instructional materials. K-12 Classroom Technology Survey Report 2016 provides information on how widespread the use of digital education resources in the K-12 classroom is, whether these digital resources are replacing printed educational resources or being used in conjunction with them, where the digital resources come from, and what teachers view as the most important aspects of the new education resources when they are choosing them.

Classroom Technology Survey Report 2016 also provides a 426-page Appendix - featuring 364 tables - that provides responses to each survey question, broken down by the demographics screened for in the survey.

Demographic Breakdowns Include Information On:

  • The responding educator—school level teaching at (elementary, middle, high), years teaching experience
  • The district the responding educator comes from—size, urban/suburban/rural, and levels of poverty as indicated by percentage of students eligible for free or reduced-price lunch
Responses also are broken out for the three states with the largest populations of K-12 students: California, Florida and Texas.

The Data Appendix Provides Detailed Responses On Issues Such As:

  • Technology available in classrooms for teacher and student use—from shared technology in the front of the classroom, like interactive whiteboards and projectors, to devices in the hands of the students, like iPads and Chromebooks.
  • Purposes the technology is used for
  • Time spent using technology
  • What technology is seen as having the biggest impact on student achievement
  • Use of digital resources, factors influencing the selection of digital resources, whether digital resources are replacing print
  • Use of a learning management system
  • Participation in educator communities
K-12 Classroom Technology Survey Report and Data Appendix, 2016 is valuable to providers of educational hardware and providers of instructional materials. Investment and M&A professionals looking to understand where areas of potential growth in the digital education resources industry are, and where opportunities exist for new solutions will also find information they need.

For those who are interested in the analysis and top-line data, we offer an option that allows you to buy the report without the appendix.
Methodology
Executive Summary
Chapter 1: Expanding Classroom Technology
Elementary, Middle and High School
Years of Experience Teaching
Size of School District
Levels of School Poverty
Location of School District
Table 1.1: Position in the School District
Table 1.2: How Many Years Teaching
Table 1.3: Size of District by Student Enrollment
Table 1.4: Percent of Students Free/Reduced-Price Lunch
Table 1.5: Location of School District
Chapter 2: Technology Controlled by Teachers
Full Class Presentation Technology Availability
Time Spent Using Presentation Technology
Tools in the Hands of Teachers
Who Provides the Tools to Teachers
Who Provides the Training to Teachers
How Technology Training Conducted
Table 2.1: Availability of Presentation Technology
Table 2.2: Percent of Teachers Using Classroom Technology by Time Used
Table 2.3: Teacher Access to Devices and Tools
Table 2.4: Who Provides Teachers’ Tools
Table 2.5: Who Provides Teachers’ Training
Table 2.6: How Training was Conducted
Chapter 3: Technology Used by Students
Devices Available to Students in the Classroom
How Long Students had Devices
Factors Influencing Device Selection
How Devices are Made Available to Students
Class Time Spent Using Devices
Purposes Devices are Used For
Subject Areas Devices are Used With
Device Impact on Student Achievement
Devices Teachers Would Most Like to Add
Table 3.1: Availability of Devices for Student Use
Table 3.2: How Long Student Devices Have Been Available
Table 3.3: Ranking Factors Influencing Selection of Student Technology
Table 3.4: How Devices are Made Available to Students
Table 3.5: How Many School Hours Students Use Devices
Table 3.6: Major Reasons for not Spending More Time with Devices
Table 3.7: Purposes Devices are used For
Table 3.8: Subject Areas Where Devices are Used
Table 3.9: Available Device Having Largest Impact on Achievement
Table 3.10: Device Most Like to Add
Chapter 4: Support for Classroom Technology
Providing a Learning Management System
Choosing a Learning Management System
Using a Learning Management System
Participation in Educator Communities
Funding Classroom Technology
Table 4.1: Level at which LMS is Chosen
Table 4.2: What LMS is Being Used
Table 4.3: Phrase that Best Describes LMS Use
Table 4.4: Participation in Educator Communities
Table 4.5: Technology Funding by District Free and Reduced-Price Lunch
Chapter 5: Transitioning to Digital Resources
States Step Up
Districts Provides Examples
Using Digital Resources
Digital Resources as Supplement/Replacement to Print
Time Spent Using Digital Resources
Most Common Source for Digital Resources
Factors Influencing Selection of Digital Content
Use of Apps for Instruction of Productivity
Table 5.1: Teachers Uses Digital Resources for Student Instruction
Table 5.2: Digital Resources Accompanying/Replacing Print
Table 5.3: Percent Teachers Using Digital Resources by Time Used
Table 5.4: Most Common Source of Digital Resources
Table 5.5: Ranking of Factors Influencing Selection of Digital Content
Table 5.6: Apps Used for Instruction or Productivity
K-12 Classroom Technology Survey Report
Appendix
Simba Information: Survey on the Use of Classroom Technology

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