Directions: This
survey is about technology use in your school.
You will be asked about technology use, the availability of technology
in your school, and district policies or resources related to technology.
In
all questions that follow, “technology” refers to computers (including PDA’s
or “Palm Pilots”) or equipment that is used with computers (e.g., scanners,
printers, digital video recorders,
etc.). Do not consider overhead projectors,
traditional (i.e. analog) VCRs, or tape recorders when answering these
questions.
Most districts across the nation are not yet at the point
where budgets, funding requirements, technology resources, etc. allow teachers,
students, and administrators to use technology to its full potential. This survey
will help identify specific areas of need and will help track changes in these
issues over time. For the survey to be
most useful, it is important that you respond as honestly as you can. Please be assured that individual responses
will never be used for reporting.
Thank you
for your help!!
Background
Information
District
Name:
|
D1 What position do
you hold? |
|
O a. Classroom
teacher in building |
|
O b. IT person
assigned specifically to the building on either a partial or full time |
|
O c. District
Technology Director or support staff |
|
O d. Third party or
contracted party hired to provide technology support services to building |
|
D2 As of this year,
how many schools does your district include? |
|
¨¨¨ Elementary |
|
¨¨¨
Middle |
|
¨¨¨
High + alternative |
|
¨¨¨
Special |
|
D3 By the end of this
school year, how many years will you have been in your current position with
this school building? |
|
¨¨
Number of years |
S1-1
|
D4 Are data being
collected to determine if technology is impacting student achievement in the
core content areas (reading, math, science, social studies/sciences)? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
|
|
|
D5 Do those data
clearly indicate that technology is positively affecting student achievement? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
S1-1
|
D6 Are data being
collected to determine if technology is impacting students’ 21st
Century Skills (like visual literacy, self direction, or global awareness)? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
|
|
|
D7 Do those data
clearly indicate that technology is positively affecting students’ 21st
Century Skills (like visual literacy, self direction, or global
awareness)? |
|
O No |
|
O Yes, to some extent |
|
O Yes, definitely |
|
O Don’t know |
S1-4
|
D8 Are data being
collected to determine if technology is impacting students’ technology
literacy? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
|
|
|
D9 Do those data
clearly indicate that technology is positively affecting students’ technology
literacy? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
S1-3
|
D10 Are data being
collected to determine if technology is impacting student engagement? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
|
|
|
D11 Do those data
clearly indicate that technology is positively affecting student engagement? |
|
O No |
|
O Yes, to some
extent |
|
O Yes, definitely |
|
O Don’t know |
S1-4
|
D12 Is there a district-wide expectation that
students will have become proficient by the time they graduate from the
school level indicated to the right in: |
Elementary Schools |
Middle Schools |
High Schools |
No Schools |
|
a. Understanding
the fundamentals of technology systems (e.g., understanding distinctions
between hardware and software; familiarity with basic computer functions) |
¨ |
¨ |
¨ |
¨ |
|
b. Understanding
ethical, legal, and societal issues related to technology use (e.g., the
Internet and individual right to privacy) and to using technology in ethical
ways |
¨ |
¨ |
¨ |
¨ |
S1-3
|
D13 Does your district collect data on student proficiency
at the school levels indicated to the right in: |
Elementary Schools |
Middle Schools |
High Schools |
No Schools |
|
a. Understanding
the fundamentals of technology systems (e.g., understanding distinctions
between hardware and software; familiarity with basic computer functions) |
¨ |
¨ |
¨ |
¨ |
|
b. Understanding
ethical, legal, and societal issues related to technology use (e.g., the
Internet and individual right to privacy) and to using technology in ethical
ways |
¨ |
¨ |
¨ |
¨ |
S1-4
|
D14 For which
technologies does your school building/district specify grade levels and
content areas where students will use this technology? (Check all that apply) |
|
¨ a. Word processing/document
processing |
|
¨ b. Spreadsheets (for data analysis
and management) |
|
¨
c. Other data analysis (e.g., SPSS, Fathom, Mathematica) or database software
(e.g., Microsoft Access, Filemaker Pro) |
|
¨
d. Email (including attachment and address book features) and Web browsers
(including book-marking, “back” or “home” features |
|
¨ e. Presentation software (e.g.,
PowerPoint, Astound) |
|
¨
f. Multimedia editing or authoring tools (e.g., Authorware, Hyperstudio
Photoshop, Illustrator) or video editing technology |
|
¨ g. Graphic editing and manipulation
software (e.g., Photoshop, Illustrator) |
|
¨
h. Web browsers – Basic functions and efficiency (e.g., book-marking, using
the “back” or “home” features) |
|
¨
i. Electronic information sources like the WEB, ERIC, EBSCO (searching for
these efficiently, for example by using “and” / “or” to narrow/expand your
search, identifying synonyms or keywords) |
|
¨
j. Technologies specific to your field (e.g., probeware in the sciences,
geographic information systems in the social sciences) |
|
¨
k. None of the above |
C1-3
|
D15 For which
technologies does your school building/district collect data on student
proficiency? (Check all that apply) |
|
¨ a. Word processing/document
processing |
|
¨ b. Spreadsheets (for data analysis
and management) |
|
¨ c. Other data analysis (e.g., SPSS,
Fathom, Mathematica) or database software (e.g., Microsoft Access, Filemaker
Pro) |
|
¨
d. Email (including attachment and address book features) and Web browsers
(including book-marking, “back” or “home” features |
|
¨ e. Presentation software (e.g.,
PowerPoint, Astound) |
|
¨
f. Multimedia editing or authoring tools (e.g., Authorware, Hyperstudio
Photoshop, Illustrator) or video editing technology |
|
¨ g. Graphic editing and manipulation
software (e.g., Photoshop, Illustrator) |
|
¨
h. Web browsers – Basic functions and efficiency (e.g., book-marking, using
the “back” or “home” features) |
|
¨
i. Electronic information sources like the WEB, ERIC, EBSCO (searching for
these efficiently, for example by using “and” / “or” to narrow/expand your
search, identifying synonyms or keywords) |
|
¨
j. Technologies specific to your field (e.g., probeware in the sciences,
geographic information systems in the social sciences) |