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

Published: September 20, 2016 - 478 Pages

Table of Contents

  • Methodology
  • Executive Summary
  • Expanding Classroom Technology
    • Table Position in the school district
    • Elementary, Middle and High School
      • Table How Many Years Teaching
    • Years of Experience Teaching
    • Size of School District
      • Table Size of District by Student Enrollment
      • Table Percent of Students Free/Reduced-Price Lunch
    • Levels of School Poverty
    • Location of school district
      • Table Location of school district
  • Technology Controlled by Teachers
    • Full-Class Presentation Technology Availability
      • Table Availability of Presentation Technology
      • Table Percent of Teachers Using Classroom Technology by Time Used
    • Time Spent Using Presentation Technology
      • Table Teacher Access to Devices and Tools
    • Tools in the Hands of Teachers
      • Table Who Provides Teachers' Tools
    • Who Provides the Tools to Teachers
    • Who Provides the Training to Teachers
      • Table Who Provides Teachers' Training
      • Table How Training was Conducted
    • How Technology Training Conducted
  • Technology Used by Students
    • Devices Available to Students in the Classroom
      • Table Availability of Devices for Student Use
      • Table How Long Student Devices Have Been Available
    • How Long Students Have Had Devices
    • Factors Influencing Device Selection
      • Table Ranking of Factors Influencing Selection of Student Technology
    • How Devices are Made Available to Students
      • Table How Devices are Made Available to Students
    • Class Time Spent Using Devices
      • Table How Many School Hours Students Use Devices
      • Table Major Reason for Not Spending More Time with Devices
      • Table Purposes Devices are Used For
    • Purposes Devices are Used For
      • Table Subject Areas Where Devices are Used
    • Subject Areas Devices are Used With
    • Device Impact on Student Achievement
      • Table Available Device Having Largest Impact on Achievment
      • Table Device Most Like to Add
    • Devices Teachers Would Most Like to Add
  • Support for Classroom Technology
    • Providing a Learning Management System
      • Table Level at which LMS was Chosen
    • Choosing a Learning Management System
      • Table What LMS is Being Used
      • Table Phrase that Best Describes LMS Use
    • Using a Learning Management System
      • Table Participation in Educator Communities
    • Participation in Educator Communities
    • Funding Classroom Technology
      • Table Technology Funding by District Free and Reduced-Price Lunch
  • Transitioning to Digital Resources
    • States Step Up
    • Districts Provide Examples
    • Using Digital Resources
      • Table Teachers Uses Digital Resources for Student Instruction
      • Table Digital Resources Accompanying/Replacing Print
    • Digital Resources as Supplement/Replacement to Print
      • Table Percent of Teachers Using Digital Resources by Time Used
    • Time Spent Using Digital Resources
      • Table Most Common Source for Digital Resources
    • Most Common Source for Digital Resources
      • Table Ranking of Factors Influencing Selection of Digital Content
    • Factors Influencing Selection of Digital Content
    • Use of Apps for Instruction of Productivity
      • Table Apps Used for Instruction or Productivity
  • Simba Information: Survey on the Use of Classroom Technology
    • Table WHICH OF THE FOLLOWING MOST CLOSELY IDENTIFIES YOUR POSITION IN YOUR SCHOOL DISTRICT?
    • Table FOR HOW MANY YEARS HAVE YOU BEEN A CLASSROOM TEACHER?
    • Table HOW MANY STUDENTS DOES YOUR DISTRICT SERVE?
    • Table TO THE BEST OF YOUR KNOWLEDGE, WHAT IS THE PERCENT OF STUDENTS IN YOUR SCHOOL RECEIVING FREE OR REDUCED LUNCH?
    • Table WHAT WORD BEST DESCRIBES THE COMMUNITY IN WHICH YOUR SCHOOL IS LOCATED?
    • Table WHICH STATE IS YOUR SCHOOL LOCATED IN?
    • Table WHICH REGION IS YOUR SCHOOL LOCATED IN?
    • Table WHICH OF THE FOLLOWING FULL-CLASS PRESENTATION TECHNOLOGY IS AVAILABLE FOR USE IN YOUR CLASSROOM?
    • Table HOW MUCH TIME IS SPENT EACH SCHOOL DAY USING THE FULL-CLASS PRESENTATION TECHNOLOGY AVAILABLE TO YOU: DOCUMENT CAMERA?
    • Table HOW MUCH TIME IS SPENT EACH SCHOOL DAY USING THE FULL-CLASS PRESENTATION TECHNOLOGY AVAILABLE TO YOU: FLAT-PANEL DISPLAY?
    • Table HOW MUCH TIME IS SPENT EACH SCHOOL DAY USING THE FULL-CLASS PRESENTATION TECHNOLOGY AVAILABLE TO YOU: INTERACTIVE WHITEBOARD?
    • Table HOW MUCH TIME IS SPENT EACH SCHOOL DAY USING THE FULL-CLASS PRESENTATION TECHNOLOGY AVAILABLE TO YOU: PROJECTOR?
    • Table HOW MUCH TIME IS SPENT EACH SCHOOL DAY USING THE FULL-CLASS PRESENTATION TECHNOLOGY AVAILABLE TO YOU: VOICE AMPLIFICATION SYSTEM?
    • Table WHICH OF THE FOLLOWING ARE USED BY YOU WHILE INSTRUCTING STUDENTS IN YOUR CLASSROOM?
    • Table WHO PROVIDES THE DEVICE(S) YOU USE WHILE INSTRUCTING STUDENTS IN YOUR CLASSROOM?
    • Table IF YOU RECEIVED TRAINING ON THE DEVICE(S) YOU USE WHILE INSTRUCTING STUDENTS IN YOUR CLASSROOM, WHAT WAS THE SOURCE OF THAT TRAINING?
    • Table IF YOU RECEIVED TRAINING ON THE DEVICE(S) YOU USE WHILE INSTRUCTING STUDENTS IN YOUR CLASSROOM, HOW WAS THAT TRAINING CONDUCTED?
    • Table WHICH OF THE FOLLOWING DEVICES ARE AVAILABLE FOR STUDENT USE IN YOUR CLASSROOM?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: ANY DESKTOP COMPUTER?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: CHROMEBOOK?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: NON-CHROMEBOOK LAPTOP OR NOTEBOOK?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: IPAD?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: NON-IPAD TABLET?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: IPOD/MP3 PLAYER?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: E-READER?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: SMARTPHONE?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: STUDENT RESPONSE SYSTEM/CLICKER?
    • Table HOW LONG HAVE YOU HAD THESE DEVICES FOR STUDENT USE IN YOUR CLASSROOM: OTHER?
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: COST TO PURCHASE
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: COST TO MANAGE
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: EASE OF USE
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: FUNCTIONALITY (EX. HOW WORKS WITH DISTRICT CONTENT)
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: PREVIOUS EXPERIENCE WITH DEVICE
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: RECOMMENDATION FROM TEACHERS IN DISTRICT
    • Table PLEASE RANK FROM 5 TO 1(WITH 5 BEING THE HIGHEST) THE FACTORS THAT TO THE BEST OF YOUR KNOWLEDGE INFLUENCE WHAT DEVICES ARE MADE AVAILABLE TO STUDENTS IN YOUR CLASSROOM: RECOMMENDATION FROM OUTSIDE DISTRICT EDUCATORS
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: CHROMEBOOK?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: NON-CHROMEBOOK LAPTOP OR NOTEBOOK?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: IPAD?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: NON-IPAD TABLET?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: IPOD/MP3 PLAYER?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: E-READER?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: SMARTPHONE?
    • Table HOW ARE THE DEVICES MADE AVAILABLE TO STUDENTS: OTHER?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: ANY DESKTOP COMPUTER?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: CHROMEBOOK?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: NON-CHROMEBOOK LAPTOP OR NOTEBOOK?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: IPAD?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: NON-IPAD TABLET?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: IPOD/MP3 PLAYER?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: E-READER?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: SMARTPHONE?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: STUDENT RESPONSE SYSTEM/CLICKER?
    • Table HOW MUCH DAILY CLASS TIME IS SPENT USING THE COMPUTING DEVICES AVAILABLE TO STUDENTS: OTHER?
    • Table WHAT IS THE MAJOR REASON STUDENTS ARE NOT SPENDING MORE TIME USING DEVICES IN THE CLASSROOM?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: IPAD?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: CHROMEBOOK?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: NON-CHROMEBOOK LAPTOP OR NOTEBOOK?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: NON-IPAD TABLET?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: IPOD/MP3 PLAYER?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: E-READER?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: SMARTPHONE?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: STUDENT RESPONSE SYSTEM/CLICKER?
    • Table WHAT PURPOSES ARE THE COMPUTING DEVICES AVAILABLE TO STUDENTS USED FOR: OTHER?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: IPAD?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: CHROMEBOOK?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: NON-CHROMEBOOK LAPTOP OR NOTEBOOK?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: NON-IPAD TABLET?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: IPOD/MP3 PLAYER?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: E-READER?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: SMARTPHONE?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: STUDENT RESPONSE SYSTEM/CLICKER?
    • Table FOR WHAT SUBJECT AREAS ARE THE COMPUTING DEVICES BELOW BEING USED BY STUDENTS: OTHER?
    • Table WHICH OF THE FOLLOWING COMPUTING DEVICES AVAILABLE FOR STUDENT USE IN YOUR CLASSROOM IS HAVING THE SINGLE BIGGEST POSITIVE IMPACT ON STUDENT ACHIEVEMENT, IN YOUR OPINION?
    • Table WHICH OF THE FOLLOWING COMPUTING DEVICES NOT AVAILABLE FOR STUDENT USE IN YOUR CLASSROOM WOULD YOU MOST LIKE TO ADD?
    • Table TO THE BEST OF YOUR KNOWLEDGE, WHAT IS THE MAJOR FUNDING SOURCE TAPPED TO PROVIDE CLASSROOM TECHNOLOGY IN YOUR SCHOOL?
    • Table IF YOU ARE USING A LEARNING MANAGEMENT SYSTEM FOR ACCESS TO CURRICULUM, TO ASSIGN AND RECEIVE STUDENT WORK OR RECORD STUDENT RESULTS, PLEASE INDICATE HOW THE SYSTEM WAS CHOSEN
    • Table IF YOU ARE USING A LEARNING MANAGEMENT SYSTEM, PLEASE INDICATE WHICH SYSTEM YOU ARE USING
    • Table IF YOU ARE USING A LEARNING MANAGEMENT SYSTEM, PLEASE SELECT THE PHRASE THAT BEST DESCRIBES YOUR USE
    • Table DO YOU USE DIGITAL RESOURCES FOR STUDENT INSTRUCTION IN YOUR CLASSROOM?
    • Table TO WHAT EXTENT HAVE DIGITAL RESOURCES REPLACED PRINT TEXTBOOKS AND PRINT SUPPLEMENTAL RESOURCES IN YOUR CLASSROOM? FILTER: USE DIGITAL RESOURCES FOR STUDENT INSTRUCTION IN YOUR CLASSROOM
    • Table HOW MUCH TIME IN THE AVERAGE DAY THIS YEAR IS BEING SPENT USING ANY DIGITAL RESOURCE FOR IN-CLASS INSTRUCTION? FILTER: USE DIGITAL RESOURCES FOR STUDENT INSTRUCTION IN YOUR CLASSROOM
    • Table WHAT IS THE MOST COMMON SOURCE FOR DIGITAL INSTRUCTIONAL MATERIALS USED IN YOUR CLASSROOM? FILTER: USE DIGITAL RESOURCES FOR STUDENT INSTRUCTION IN YOUR CLASSROOM
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: CONTENT PROVIDED BY SCHOOL/DISTRICT
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: RECOMMENDED BY OTHER EDUCATORS
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: INTEGRATES EASILY WITH OTHER CONTENT USED
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: FACILITATES PERSONALIZED LEARNING
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: ENGAGES STUDENTS IN LEARNING
    • Table PLEASE RANK FROM 5 TO 1 (WITH 5 BEING THE MOST IMPORTANT) THE FACTORS THAT INFLUENCE YOUR SELECTION OF DIGITAL CONTENT: INCLUDES ASSESSMENT
    • Table WHICH OF THE FOLLOWING TYPES OF APPS, IF ANY, ARE BEING USED FOR INSTRUCTION OR PRODUCTIVITY IN YOUR CLASSROOM?
    • Table WHICH OF THE FOLLOWING EDUCATOR COMMUNITIES DO YOU PARTICIPATE IN?

Abstract

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.

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