NCES 2010-040 U.S. DEPARTMENT OF EDUCATION

Teachers’ Use of Educational Technology in U.S. 

Public Schools: 2009

First Look

Teachers’ Use of Educational 

Technology in U.S. Public Schools: 

2009 

First Look 

MAY 2010

Lucinda Gray 

Nina Thomas 

Laurie Lewis 

Westat 

Peter Tice

Project Officer 

National Center for Education Statistics

NCES 2010–040

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education 

Arne Duncan 

Secretary

Institute of Education Sciences 

John Q. Easton 

Director

National Center for Education Statistics 

Stuart Kerachsky 

Deputy Commissioner 

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and 

reporting data related to education in the United States and other nations. It fulfills a congressional mandate to 

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Please direct your comments to 

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May 2010

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Suggested Citation 

Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009

(NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of 

Education. Washington, DC. 

For ordering information on this report, write to 

 ED Pubs 

 U.S. Department of Education 

 P.O. Box 22207 

 Alexandria, VA 22304 

or call toll free 1-877-4-ED-Pubs or order online at http://www.edpubs.gov. 

Content Contact 

Peter Tice 

(202) 502-7497 

peter.tice@ed.gov
iii

Acknowledgments 

The authors would like to recognize the teachers in public elementary and secondary schools who 

provided data on educational technology upon which the report is based. In addition, we thank the 

schools that provided lists used to select the sample of teachers for the survey. We also thank the sponsors 

from the Office of Educational Technology.
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v 

Contents 

 Page 

Acknowledgments ...................................................................................................................... iii

List of Tables .............................................................................................................................. vi

Appendix A Tables ..................................................................................................................... vii

Appendix B Tables ...................................................................................................................... viii 

First Look Summary ................................................................................................................... 1 

Introduction ........................................................................................................................ 1 

Selected Findings ............................................................................................................... 3 

Tables ......................................................................................................................................... 5 

Related Reports .......................................................................................................................... 21

Appendix A: Standard Error Tables .......................................................................................... A-1

Appendix B: Technical Notes ................................................................................................... B-1

Appendix C: Questionnaire ....................................................................................................... C-1
vi

List of Tables

Table Page 

1. Percent of teachers with computers in the classroom every day and percent that can 

bring computers into the classroom, ratio of students in the classroom to these 

computers, and percent of these computers with Internet access, by school and 

teacher characteristics: 2009 ............................................................................................ 5 

2. Percentage distribution of teachers reporting how frequently they or their students 

use computers during instructional time in the classroom and in other locations in 

the school, by school and teacher characteristics: 2009 .................................................. 6 

3. Percent of teachers reporting the availability of various technology devices, and of 

those with the devices available, percent that reported using the devices sometimes 

or often for instruction during their classes, by school and teacher characteristics: 

2009 ................................................................................................................................. 7 

4. Percent of teachers reporting that a system on their school or district network was 

available for various activities, and of those with a system available, percent that 

reported using the system sometimes or often, by school and teacher characteristics: 

2009 ................................................................................................................................. 9 

5. Percent of teachers reporting that remote access to various school or district 

computer applications, documents, or data was available, and of those with remote 

access available, percent that reported using it sometimes or often, by school and 

teacher characteristics: 2009 ............................................................................................ 10

6. Percent of teachers reporting how frequently they used various types of software 

and Internet sites for classroom preparation, instruction, or administrative tasks, by 

school and teacher characteristics: 2009 .......................................................................... 11 

7. Percent of teachers reporting how frequently their students performed various 

activities using educational technology during their classes, based on teachers 

reporting that the activity applied to their students, by school and teacher 

characteristics: 2009 ........................................................................................................ 13 

8. Percent of teachers reporting how frequently they used various modes of technology 

to communicate with parents or students, by school and teacher characteristics: 

2009 ................................................................................................................................. 15 

9. Percent of teachers reporting the extent to which various kinds of education and 

training prepared them to make effective use of educational technology for 

instruction, by school and teacher characteristics: 2009 .................................................. 17 

10. Percentage distribution of teachers reporting the number of hours spent in 

professional development activities for educational technology during the last 12 

months, by school and teacher characteristics: 2009 ....................................................... 18

11. Percentage distribution of teachers who reported participating in professional 

development activities for educational technology during the last 12 months 

reporting agreement or disagreement with various statements about those activities, 

by school and teacher characteristics: 2009 ..................................................................... 19
vii 

Appendix A Tables

Table Page 

1a. Standard errors for the percent of teachers with computers in the classroom every 

day and percent that can bring computers into the classroom, ratio of students in the 

classroom to these computers, and percent of these computers with Internet access, 

by school and teacher characteristics: 2009 ..................................................................... A-3 

2a. Standard errors for the percentage distribution of teachers reporting how frequently 

they or their students use computers during instructional time in the classroom and 

in other locations in the school, by school and teacher characteristics: 2009 .................. A-4 

3a. Standard errors for the percent of teachers reporting the availability of various 

technology devices, and of those with the devices available, percent that reported 

using the devices sometimes or often for instruction during their classes, by school 

and teacher characteristics: 2009 ..................................................................................... A-5 

4a. Standard errors for the percent of teachers reporting that a system on their school or 

district network was available for various activities, and of those with a system 

available, percent that reported using the system sometimes or often, by school and 

teacher characteristics: 2009 ............................................................................................ A-7 

5a. Standard errors for the percent of teachers reporting that remote access to various 

school or district computer applications, documents, or data was available, and of 

those with remote access available, percent that reported using it sometimes or 

often, by school and teacher characteristics: 2009 ........................................................... A-8 

6a. Standard errors for the percent of teachers reporting how frequently they used 

various types of software and Internet sites for classroom preparation, instruction, or 

administrative tasks, by school and teacher characteristics: 2009 ................................... A-9 

7a. Standard errors for the percent of teachers reporting how frequently their students 

performed various activities using educational technology during their classes, 

based on teachers reporting that the activity applied to their students, by school and 

teacher characteristics: 2009 ............................................................................................ A-11

8a. Standard errors for the percent of teachers reporting how frequently they used 

various modes of technology to communicate with parents or students, by school 

and teacher characteristics: 2009 ..................................................................................... A-13 

9a. Standard errors for the percent of teachers reporting the extent to which various 

kinds of education and training prepared them to make effective use of educational 

technology for instruction, by school and teacher characteristics: 2009 ......................... A-15 

10a. Standard errors for the percentage distribution of teachers reporting the number of 

hours spent in professional development activities for educational technology 

during the last 12 months, by school and teacher characteristics: 2009 .......................... A-16

11a. Standard errors for the percentage distribution of teachers who reported 

participating in professional development activities for educational technology 

during the last 12 months reporting agreement or disagreement with various 

statements about those activities, by school and teacher characteristics: 2009 ............... A-17 
viii 

Appendix B Tables

Table Page 

B-1. Number and percent of responding teachers in the study sample, and estimated 

number and percent of teachers the sample represents, by school and teacher 

characteristics: 2009 ........................................................................................................ B-4 

B-2. Percent of cases with imputed data in the respondent sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: 2009.......................... B-6 
1 

First Look Summary 

Introduction 

This report provides national data on the availability and use of educational technology among teachers in 

public elementary and secondary schools during the winter and spring of 2009. The data are the results of a 

national teacher-level survey that is one of a set that includes district, school, and teacher surveys on 

educational technology.1 Every year between 1994 and 2005 (with the exception of 2004), the Office of 

Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education 

Statistics (NCES) to conduct a survey of public schools to track access to information technology in schools 

and classrooms. NCES used its Fast Response Survey System (FRSS) to conduct these surveys. For fall 

2008,2 this OET-sponsored technology study was redesigned and expanded to incorporate surveys at the 

district, school, and teacher levels. These three surveys provide complementary information and together cover 

a broader range of topics than would be possible with one survey alone. Prior to 2008, the surveys focused on 

computer and Internet access and use, as well as procedures to prevent student access to inappropriate material 

on the Internet and teacher professional development on technology use.3 The set of 2008 surveys collected 

data on availability and use for a range of educational technology resources, such as district and school 

networks, computers, devices that enhance the capabilities of computers for instruction, and computer 

software. They also collected information on leadership and staff support for educational technology within 

districts and schools. 

During the design phase for the set of 2008 surveys, research was conducted to determine how specific topics 

and survey questions should be distributed across the three surveys. The surveys were developed to reflect 

how information on educational technology is kept within most public school systems. This report presents 

results from the teacher-level survey, including information on the use of computers and Internet access in the 

classroom; availability and use of computing devices and software, teachers’ use of school or district networks 

(including remote access); students’ use of educational technology; teachers’ preparation to use educational 

technology for instruction; and technology-related professional development activities. The teacher survey 

covers the following specific topics: 

 Number of computers located in the teacher’s classroom every day and number that can be brought into 

the classroom; 

 Internet access for the computers available in the classroom; 

 Availability and frequency of use for computers and other technology devices during instructional time; 

 Availability and frequency that teachers use systems on the school or district network for various 

activities; 

 Remote access (e.g., access from home) for teachers to use various school or district computer applications 

or data; 

 Types of software and Internet sites used by teachers for classroom preparation, instruction, and 

administrative tasks; 

 Students’ use of educational technology during classes; 

 

1

 For results from the district-level survey, see Educational Technology in Public School Districts: Fall 2008 (NCES 2010–003) at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010003. For results from the school-level survey, see Educational Technology in U.S. Public 

Schools: Fall 2008 (NCES 2010–034) at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010034. 

2

 The district and school surveys collected data for fall 2008. For the teacher survey, sampling lists were collected from schools beginning in fall 

2008, and survey data were collected from teachers beginning in January 2009. 

3

 A list of related reports from the 1994 through 2005 FRSS technology surveys of public schools may be found in the Related Reports section. 
2 

 Modes of technology used by teachers to communicate with parents and students; 

 Teacher training and preparation to use educational technology for instruction; and 

 Number of hours spent in professional development for educational technology during the previous 

12 months, and teachers’ opinions about statements related to this professional development. 

The questionnaire instructed teachers to use the following definitions when answering the survey. 

Technology: Information technology such as computers, devices that can be attached to computers 

(e.g., LCD projector, interactive whiteboard, digital camera), networks (e.g., Internet, local networks), 

and computer software. We specifically are not including non-computer technologies such as 

overhead projectors and VCRs. 4

Classroom response system: Wireless system allowing a teacher to pose a question and students to 

respond using ―clickers‖ or hand-held response pads, with responses compiled on a computer. 

Document camera: Device that transmits images of 2- or 3-dimensional objects, text, or graphics to 

a computer monitor or LCD projector. 

Blogs: Websites where an individual or group creates a running log of entries that can be read by 

other users, such as in a journal. 

Wikis: Collaborative websites that allow users to freely create and edit web page content (e.g., 

Wikipedia). 

Social networking websites: Online social networks for communities of people who share interests 

and activities or who are interested in exploring the interests and activities of others (e.g., Facebook, 

MySpace). 

Teacher in a self-contained classroom: Teaches all or most academic subjects to the same group of 

students all or most of the day. 

NCES in the Institute of Education Sciences conducted this FRSS survey during the 2008–09 school year, with 

collection of sampling lists starting in September 2008 and collection of teacher surveys starting in January 

2009. FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally 

representative sample of districts, schools, or teachers with minimal burden on respondents and within a 

relatively short period of time. For this survey, 2,005 public schools in the 50 states and the District of 

Columbia were asked to provide sampling lists of full-time teachers. Questionnaires were mailed to 4,133 

teachers selected from these sampling lists. The unweighted and weighted list collection response rates were 

80 percent and 81 percent, respectively. The unweighted and weighted teacher response rates were both 79 

percent, resulting in overall response rates of 64 percent (unweighted) and 65 percent (weighted).5 The survey 

weights were adjusted for list collection and questionnaire nonresponse, and the data were then weighted to 

yield national estimates that represent all full-time teachers in regular public elementary and secondary schools 

in the United States. The results of a nonresponse bias analysis conducted for the survey to inform the 

nonresponse weight adjustments, along with additional details about the survey methodology, response rates, 

and data reliability, are presented in appendix B. 

 

4

 This is the exact wording of the definition provided to respondents on the questionnaire. LCD is the acronym for liquid crystal display. 

5 The weighted list collection was calculated using the school base weight without nonresponse adjustment. The weighted teacher response rate 

was calculated using a base weight that included the school-level and teacher-level weights but did not include the school or teacher 

nonresponse adjustments. The overall weighted response rate was calculated as the product of the weighted list collection and weighted teacher 

response rates. 
3 

Because the purpose of this report is to introduce new NCES data through the presentation of tables containing 

descriptive information, only selected findings are presented. These findings have been chosen to demonstrate 

the range of information available from the FRSS study rather than to discuss all of the observed differences; 

they are not meant to emphasize any particular issue. The findings are based on self-reported data from public 

school teachers. 

All specific statements of comparisons made in the bullets have been tested for statistical significance at the 

.05 level using Student’s t-statistics to ensure that the differences are larger than those that might be expected 

due to sampling variation. Adjustments for multiple comparisons were not included. Many of the variables 

examined are related to one another, and complex interactions and relationships have not been explored. 

Tables of standard error estimates are provided in appendix A. Detailed information about the survey 

methodology is provided in appendix B, and the questionnaire can be found in appendix C. Appendix B also 

includes definitions of the analysis variables (i.e., school characteristics) and terms used in the report. 

Selected Findings 

This section presents key findings on teachers’ use of educational technology in public schools during the 

winter and spring of 2009. 

 Ninety-seven percent of teachers had one or more computers located in the classroom every day, while 

54 percent could bring computers into the classroom (table 1). Internet access was available for 93 percent 

of the computers located in the classroom every day and for 96 percent of the computers that could be 

brought into the classroom. The ratio of students to computers in the classroom every day was 5.3 to 1. 

 Teachers reported that they or their students used computers in the classroom during instructional time 

often (40 percent) or sometimes (29 percent) (table 2). Teachers reported that they or their students used 

computers in other locations in the school during instructional time often (29 percent) or sometimes 

(43 percent). 

 Teachers reported having the following technology devices either available as needed or in the classroom 

every day: LCD (liquid crystal display) or DLP (digital light processing) projectors (36 and 48 percent, 

respectively), interactive whiteboards (28 and 23 percent, respectively), and digital cameras (64 and 

14 percent, respectively) (table 3). Of the teachers with the device available, the percentage that used it 

sometimes or often for instruction was 72 percent for LCD or DLP projectors, 57 percent for interactive 

whiteboards, and 49 percent for digital cameras. 

 Teachers indicated that a system on their school or district network was available for entering or viewing 

the following: grades (94 percent), attendance records (93 percent), and results of student assessments (90 

percent) (table 4). Of the teachers with one of these systems available, the percentage using it sometimes 

or often was 92 percent (grades), 90 percent (attendance records), and 75 percent (student assessments). 

 Ninety-seven percent of teachers reported having remote access to school email, and of these teachers, 

85 percent used this remote access sometimes or often (table 5). Eighty-one percent of teachers had remote 

access to student data, and of these teachers, 61 percent used this type of access sometimes or often. 

 Teachers sometimes or often used the following for instructional or administrative purposes: word 

processing software (96 percent), spreadsheets and graphing programs (61 percent), software for managing 

student records (80 percent), software for making presentations (63 percent), and the Internet (94 percent) 

(table 6). 

 Results differed by low and high poverty concentration of the school6 for the percentage of teachers that 

reported their students used educational technology sometimes or often during classes to prepare written 

text (66 and 56 percent, respectively), learn or practice basic skills (61 and 83 percent, respectively), and 

 

6

 Poverty concentration is based on the percent of students eligible for free or reduced-price lunch (less than 35 percent and 75 percent or more—

referred to as low and high poverty, respectively). 
4 

develop and present multimedia presentations (47 and 36 percent, respectively) (table 7). Percentages are 

based on the teachers reporting that the activity applied to their students. 

 Differences were found among low and high poverty schools for the percentage of teachers who 

sometimes or often did the following: used email or list-serve to send out group updates or information to 

parents (69 percent compared to 39 percent) or to students (30 percent compared to 17 percent), used 

email to address individual concerns with parents (92 percent compared to 48 percent) or with students (38 

percent compared to 19 percent), used a course or teacher web page to communicate with parents (47 

percent compared to 30 percent) or with students (36 percent compared to 18 percent) (table 8). 

 The percentage of teachers that reported that the following activities prepared them (to a moderate or 

major extent) to make effective use of educational technology for instruction are 61 percent for 

professional development activities, 61 percent for training provided by school staff responsible for 

technology support and/or integration, and 78 percent for independent learning (table 9). 

 The percentage of teachers that reported spending the following number of hours in professional 

development activities for educational technology during the 12 months prior to completing the survey 

was 13percent for none, 53 percent for 1 to 8 hours, 18 percent for 9 to16 hours, 9 percent for 17 to 32 

hours, and 7 percent for 33 or more hours (table 10). 

 Of the teachers who participated in technology-related professional development during the 12 months 

prior to completing the survey, 81 percent agreed that ―it met my goals and needs,‖ 88 percent agreed that 

―it supported the goals and standards of my state, district, and school,‖ 87 percent agreed that ―it applied to 

technology available in my school,‖ and 83 percent agreed that ―it was available at convenient times and 

places‖ (table 11).
5

Table 1. Percent of teachers with computers in the classroom every day and percent that can bring computers into the classroom, ratio of 

students in the classroom to these computers, and percent of these computers with Internet access, by school and teacher 

characteristics: 2009

Characteristic

Computers in the classroom 

every day

Computers that can be brought 

into the classroom

Total computers (in or can be 

brought into the classroom)

Percent of 

teachers1

Ratio of 

students in the 

classroom to 

computers2

Percent of 

computers 

with Internet 

access

Percent of 

teachers1

Ratio of 

students in the 

classroom to 

computers2

Percent of 

computers 

with Internet 

access

Percent of 

teachers1

Ratio of 

students in the 

classroom to 

computers2

Percent of 

computers 

with Internet 

access

All public school teachers ........................................ 97 5.3 93 54 2.4 96 99 1.7 95

School instructional level3

Elementary ................................................................. 98 5.4 92 52 2.6 96 99 1.7 95

Secondary .................................................................. 95 5.2 94 57 2.3 96 98 1.6 96

School enrollment size

Less than 300 ............................................................. 97 4.5 92 53 2.4 98 99 1.6 96

300 to 999 .................................................................. 97 5.4 94 53 2.5 96 99 1.7 95

1,000 or more ............................................................. 96 5.3 92 56 2.3 96 99 1.6 95

Community type

City ............................................................................ 96 5.2 92 54 2.7 95 99 1.8 94

Suburban .................................................................... 98 5.4 93 56 2.3 97 99 1.6 96

Town .......................................................................... 96 5.2 93 52 2.7 96 99 1.8 95

Rural .......................................................................... 97 5.3 95 52 2.4 95 99 1.6 95

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 96 5.9 93 61 2.1 97 99 1.5 96

35 to 49 percent ......................................................... 98 5.4 92 52 2.5 96 99 1.7 94

50 to 74 percent ......................................................... 97 4.9 94 47 2.9 96 98 1.8 95

75 percent or more ..................................................... 97 4.7 93 50 3.0 94 10041.8 94

Main teaching assignment 

General education in self-contained classroom .......... 99 5.5 91 49 3.1 96 99 2.0 94

Mathematics/computer science, science .................... 95 6.6 92 61 2.0 96 99 1.5 95

Other academic subject5.............................................. 96 7.7 97 60 2.2 97 99 1.7 97

Special education, English as a second 

language................................................................ 99 3.1 92 49 1.7 96 99 1.1 95

Other assignment6....................................................... 94 3.4 93 53 3.0 96 97 1.6 95

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 95 5.5 95 53 2.6 93 99 1.8 94

4 to 9 years ................................................................. 97 5.4 94 57 2.2 97 99 1.6 96

10 to 19 years ............................................................. 97 5.6 91 53 2.5 97 99 1.7 95

20 or more years ........................................................ 97 4.8 93 52 2.5 96 99 1.6 95

1 Percent of teachers with one or more computers with the characteristic. 

2 Ratio computed by dividing the number of students in all teachers’ classrooms by the number of computers with the characteristic. 

3 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

4 Rounds to 100 percent. 

5 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

6

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
6

Table 2. Percentage distribution of teachers reporting how frequently they or their students use computers during instructional time in the 

classroom and in other locations in the school, by school and teacher characteristics: 2009

Characteristic

In the classroom In other locations in the school

Not 

available Never Rarely Sometimes Often

Not 

available Never Rarely Sometimes Often

All public school teachers ........................................ 1 10 19 29 40 2 8 19 43 29

School instructional level1

Elementary ................................................................. 1 8 17 31 44 2 7 16 44 31

Secondary .................................................................. 2 16 23 25 34 2 10 25 40 24

School enrollment size

Less than 300 ............................................................. 1 9 23 28 39 3 6 18 47 27

300 to 999 .................................................................. 1 9 18 30 43 2 7 16 44 32

1,000 or more ............................................................. 1 15 19 28 36 2 9 26 41 22

Community type

City ............................................................................ 1 10 19 30 40 2 8 20 44 26

Suburban .................................................................... 1 11 18 30 40 2 8 19 39 31

Town .......................................................................... 1 9 19 25 46 1 7 18 51 24

Rural .......................................................................... 1 11 18 31 38 1 7 18 44 30

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 1 12 21 29 36 1 7 20 43 29

35 to 49 percent ......................................................... 1! 14 17 31 37 1 8 19 45 26

50 to 74 percent ......................................................... 2 8 18 28 44 3 8 18 44 27

75 percent or more ..................................................... # 9 15 28 48 2 7 17 41 34

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 1 6 13 33 47 2 6 12 46 34

Mathematics/computer science, science .................... 1 15 22 26 36 3 11 25 40 21

Other academic subject2.............................................. 1 14 24 29 32 1! 3 21 46 29

Special education, English as a second 

language................................................................ ‡ 5 21 29 44 ‡ 7 22 44 26

Other assignment3....................................................... 3 14 19 24 41 1 15 21 35 27

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1 13 22 25 39 3 8 24 37 28

4 to 9 years ................................................................. 1 11 21 28 40 2 8 23 42 26

10 to 19 years ............................................................. 1 10 19 32 38 1 6 16 46 31

20 or more years ........................................................ 1 10 14 31 44 2 9 15 44 30

# Rounds to zero. 

! Interpret data with caution; the coefficient of variation is greater than 50 percent. 

‡ Reporting standards not met. 

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Detail may not sum to totals due to rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
7

Table 3. Percent of teachers reporting the availability of various technology devices, and of those with the devices available, percent that 

reported using the devices sometimes or often for instruction during their classes, by school and teacher characteristics: 2009 

Characteristic

LCD or DLP projector Videoconference unit Interactive whiteboard Classroom response system1

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

All public school teachers ........................................ 36 48 72 21 1 13 28 23 57 22 6 35

School instructional level2

Elementary ................................................................. 37 44 68 19 1 12 31 23 58 21 7 35

Secondary .................................................................. 33 56 78 23 2 15 23 23 58 24 6 34

School enrollment size

Less than 300 ............................................................. 39 41 64 24 ‡ 13 23 31 64 16 7 41

300 to 999 .................................................................. 36 46 71 20 1 12 30 23 58 22 6 35

1,000 or more ............................................................. 34 55 77 21 2 15 26 22 54 24 7 33

Community type

City ............................................................................ 36 45 71 19 3 11 30 18 52 22 6 30

Suburban .................................................................... 36 49 73 19 1 15 30 22 59 21 6 37

Town .......................................................................... 33 50 71 24 1! 8 22 29 65 22 7 37

Rural .......................................................................... 36 48 72 23 1 15 28 27 56 24 7 35

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 38 50 71 22 1 10 32 23 55 24 6 32

35 to 49 percent ......................................................... 39 44 69 19 1! 17 26 18 56 22 4 30

50 to 74 percent ......................................................... 30 51 75 20 2 12 26 27 63 21 8 39

75 percent or more ..................................................... 35 42 73 20 1 18 26 23 57 19 7 39

Main teaching assignment 

General education in self-contained classroom .......... 39 39 67 17 1 11 32 20 57 19 5 37

Mathematics/computer science, science .................... 25 66 80 23 1 11 22 36 66 33 9 34

Other academic subject3.............................................. 34 54 78 22 2 11 27 23 57 24 6 32

Special education, English as a second language........ 47 33 59 24 ‡ 18 32 15 47 20 5 33

Other assignment4....................................................... 37 49 71 23 2 19 26 20 54 16 6 39

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 33 51 76 18 2 12 20 24 69 22 6 29

4 to 9 years ................................................................. 35 52 77 20 2 12 30 22 55 21 5 38

10 to 19 years ............................................................. 36 48 71 22 1 14 30 24 54 24 7 35

20 or more years ........................................................ 38 42 66 22 1 15 30 23 58 22 7 35

See notes at end of table. 
8

Table 3. Percent of teachers reporting the availability of various technology devices, and of those with the devices available, percent that 

reported using the devices sometimes or often for instruction during their classes, by school and teacher characteristics: 2009—

Continued 

Characteristic

Digital camera MP3 player/iPod Document camera5 Handheld device

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

All public school teachers ........................................ 64 14 49 18 5 36 22 17 56 8 4 50

School instructional level2

Elementary ................................................................. 67 14 53 14 4 34 23 19 60 8 5 60

Secondary .................................................................. 57 13 41 24 6 37 23 13 48 8 2 28

School enrollment size

Less than 300 ............................................................. 65 17 56 14 5 35 18 13 54 9 3 50

300 to 999 .................................................................. 67 14 51 16 4 32 22 18 59 8 5 55

1,000 or more ............................................................. 56 13 40 22 6 43 24 17 51 9 2 35

Community type

City ............................................................................ 61 11 48 17 5 39 20 20 64 10 4 47

Suburban .................................................................... 63 14 49 19 6 36 25 19 54 8 4 54

Town .......................................................................... 65 16 54 18 3 35 22 14 50 9 4 45

Rural .......................................................................... 68 15 47 16 4 32 20 14 54 7 3 49

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 67 16 48 22 6 35 25 17 54 8 2 36

35 to 49 percent ......................................................... 66 13 49 20 4 34 21 16 50 7 5 46

50 to 74 percent ......................................................... 60 15 51 13 4 41 19 18 61 8 4 44

75 percent or more ..................................................... 61 9 49 14 4 33 23 17 58 10 7 72

Main teaching assignment 

General education in self-contained classroom .......... 68 15 58 10 3 31 20 20 66 7 7 72

Mathematics/computer science, science .................... 62 12 32 23 4 22 24 22 53 7 2 30

Other academic subject3.............................................. 63 9 39 21 6 42 23 15 55 9 3 35

Special education, English as a second language........ 65 9 46 22 5 36 28 9 41 10 2 23

Other assignment4....................................................... 56 27 62 22 8 48 23 13 45 10 4 45

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 62 10 38 20 5 34 21 15 50 7 3 58

4 to 9 years ................................................................. 62 13 47 19 5 37 22 19 56 8 4 47

10 to 19 years ............................................................. 65 16 52 17 5 37 22 17 57 8 4 51

20 or more years ........................................................ 65 16 53 17 4 34 24 17 58 9 4 47

! Interpret data with caution; the coefficient of variation is greater than 50 percent. 

‡ Reporting standards not met. 

1 Wireless systems allowing teachers to pose questions and students to respond using ―clickers‖ or hand-held response pads, with responses compiled on a computer. 

2 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

3

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

4

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent ask to specify). 

5 Devices that transmit images of 2- or 3-dimensional objects, text, or graphics to a computer monitor or LCD projector. 

NOTE: For availability, the questionnaire included a response option of not available. For frequency of use, the response options were never, rarely, sometimes, and often. Responses for sometimes and 

often were combined in the table. Percents for use are based on the teachers who had the device available. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
9

Table 4. Percent of teachers reporting that a system on their school or district network was available for various activities, and of those with a 

system available, percent that reported using the system sometimes or often, by school and teacher characteristics: 2009 

Characteristic

Entering or viewing grades

Entering or viewing 

attendance records Administering assessments

Entering or viewing 

results of 

student assessments

Entering or viewing 

Individual Education Plans 

(IEPs) or parts of the IEP 

relevant to interactions with 

students

Available

Use sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often

All public school teachers ........................................ 94 92 93 90 84 61 90 75 71 47

School instructional level1

Elementary ................................................................. 92 89 90 86 85 64 91 78 71 45

Secondary .................................................................. 99 97 98 96 83 55 88 69 72 51

School enrollment size

Less than 300 ............................................................. 93 89 91 86 85 57 89 67 71 39

300 to 999 .................................................................. 92 90 91 87 84 64 89 78 70 46

1,000 or more ............................................................. 99 97 98 97 85 56 91 71 75 54

Community type

City ............................................................................ 95 90 90 89 83 63 92 79 72 47

Suburban .................................................................... 93 92 93 89 85 59 90 74 72 52

Town .......................................................................... 97 96 95 92 86 65 89 75 72 43

Rural .......................................................................... 94 92 93 90 83 59 88 73 70 43

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 94 93 94 91 84 54 89 69 74 50

35 to 49 percent ......................................................... 95 93 93 92 84 56 90 73 71 47

50 to 74 percent ......................................................... 94 92 92 88 84 66 91 79 69 45

75 percent or more ..................................................... 93 89 89 87 84 72 89 83 69 45

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 88 84 87 84 83 64 90 77 68 37

Mathematics/computer science, science .................... 98 97 96 94 84 55 89 74 69 40

Other academic subject2.............................................. 98 97 97 94 84 62 90 75 68 45

Special education, English as a second 

language................................................................ 97 92 96 89 89 63 92 75 92 91

Other assignment3....................................................... 98 95 95 92 84 57 87 68 74 45

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 94 92 93 90 82 56 88 70 73 43

4 to 9 years ................................................................. 95 91 94 91 86 59 91 73 71 50

10 to 19 years ............................................................. 94 92 92 87 84 62 90 76 70 46

20 or more years ........................................................ 94 93 92 91 84 64 89 78 73 49

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were not available, never, rarely, sometimes, and often. Responses for sometimes and often were combined in the table. Percents for use are based on the 

teachers who had the system available. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
10

Table 5. Percent of teachers reporting that remote access to various school or district computer applications, documents, or data was 

available, and of those with remote access available, percent that reported using it sometimes or often, by school and teacher 

characteristics: 2009 

Characteristic

Remote access to school email

Remote access to documents on 

the school/district server Remote access to student data

Remote access to school/district 

software applications

Available

Use sometimes 

or often Available

Use sometimes 

or often Available

Use sometimes 

or often Available

Use sometimes 

or often

All public school teachers ........................................ 97 85 74 62 81 61 74 49

School instructional level1

Elementary ................................................................. 97 85 75 64 80 61 75 51

Secondary .................................................................. 97 84 72 57 82 60 72 47

School enrollment size

Less than 300 ............................................................. 92 79 72 57 75 57 68 40

300 to 999 .................................................................. 97 85 75 63 80 61 75 51

1,000 or more ............................................................. 98 87 72 60 84 62 74 47

Community type

City ............................................................................ 98 87 78 65 84 64 77 53

Suburban .................................................................... 98 88 72 65 80 63 74 53

Town .......................................................................... 96 78 77 56 81 58 74 45

Rural .......................................................................... 96 81 71 56 79 55 70 41

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent ................................................... 98 87 72 61 81 59 72 48

35 to 49 percent ......................................................... 97 82 75 59 81 60 75 43

50 to 74 percent ......................................................... 96 82 74 60 80 59 74 48

75 percent or more ..................................................... 97 86 77 67 81 68 77 57

Main teaching assignment 

General education in self-contained classroom .......... 97 84 75 64 79 59 75 49

Mathematics/computer science, science ..................... 97 86 71 58 83 60 71 49

Other academic subject2.............................................. 97 85 70 59 80 63 71 49

Special education, English as a second language ........ 98 86 81 69 87 70 82 58

Other assignment3....................................................... 97 83 76 60 79 54 73 42

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 96 87 72 59 81 63 72 49

4 to 9 years ................................................................. 97 87 70 61 79 62 73 51

10 to 19 years ............................................................. 98 85 75 61 82 61 73 49

20 or more years ........................................................ 97 81 77 65 81 58 77 48

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were not available, never, rarely, sometimes, and often. Responses for sometimes and often were combined in the table. Percents for use are based 

on the teachers who had the relevant remote access available. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ 

FRSS 95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
11

Table 6. Percent of teachers reporting how frequently they used various types of software and Internet sites for classroom preparation, 

instruction, or administrative tasks, by school and teacher characteristics: 2009 

Characteristic

Word processing 

software

Database 

management 

software

Spreadsheets and 

graphing programs

Software for 

managing student 

records

Software for 

desktop publishing

Graphics, imageediting software

Software for 

making 

presentations

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 2 96 24 44 25 61 9 80 22 53 30 40 22 63

School instructional level1

Elementary ................................................................. 2 96 23 44 26 61 11 75 20 57 28 43 25 58

Secondary .................................................................. 2 97 26 42 24 64 5 88 26 47 33 34 16 73

School enrollment size

Less than 300 ............................................................. 3 95 30 36 28 55 11 75 22 53 26 36 25 51

300 to 999 .................................................................. 2 96 23 45 26 61 10 77 21 55 29 42 23 62

1,000 or more ............................................................. 2 97 24 43 23 65 5 87 25 49 33 35 18 72

Community type

City ............................................................................ 2 96 24 43 26 62 10 78 24 49 30 38 21 63

Suburban .................................................................... 2 96 23 43 26 61 10 78 21 55 30 41 23 65

Town .......................................................................... 2 97 20 51 21 67 7 85 19 60 32 41 20 64

Rural .......................................................................... 2 96 26 41 27 59 8 80 23 51 29 38 23 61

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 2 97 25 41 26 61 8 81 22 53 32 41 23 65

35 to 49 percent ......................................................... 2 98 26 47 25 63 8 83 23 54 33 38 23 64

50 to 74 percent ......................................................... 2 96 23 44 26 60 10 78 23 54 28 40 20 63

75 percent or more ..................................................... 3 94 22 45 22 63 11 77 20 52 27 39 23 60

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 2 95 23 42 27 58 14 69 20 55 28 44 29 51

Mathematics/computer science, science .................... 2 97 26 41 20 71 6 87 26 44 34 32 17 72

Other academic subject2.............................................. 2 98 25 42 31 55 7 86 23 54 33 35 18 73

Special education, English as a second 

language................................................................ 2 95 22 46 21 63 7 82 22 50 29 35 24 60

Other assignment3....................................................... 1 96 22 51 21 67 5 85 19 61 26 49 17 71

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1 98 27 35 25 63 10 79 23 46 30 35 19 68

4 to 9 years ................................................................. 2 97 26 40 25 65 9 80 25 48 30 39 19 70

10 to 19 years ............................................................. 2 97 23 45 26 60 9 80 21 57 29 42 23 62

20 or more years ........................................................ 3 94 21 50 25 59 9 79 20 58 30 40 25 56

See notes at end of table. 
12

Table 6. Percent of teachers reporting how frequently they used various types of software and Internet sites for classroom preparation, 

instruction, or administrative tasks, by school and teacher characteristics: 2009—Continued 

Characteristic

Software for 

administering tests

Simulation and 

visualization 

programs

Drill/practice 

programs/tutorials

Subject-specific 

programs The Internet Blogs and/or wikis

Social networking 

websites

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 24 44 24 33 23 50 19 59 5 94 22 16 14 8

School instructional level1

Elementary ................................................................. 24 43 24 33 23 56 18 62 4 95 21 14 14 8

Secondary .................................................................. 24 43 25 34 25 40 21 53 6 92 24 19 14 9

School enrollment size

Less than 300 ............................................................. 24 39 24 29 24 51 20 56 6 93 20 15 16 4

300 to 999 .................................................................. 23 44 24 33 22 54 18 62 5 94 22 15 14 9

1,000 or more ............................................................. 24 45 26 34 26 43 20 54 5 94 23 18 14 9

Community type

City ............................................................................ 23 45 24 31 21 52 20 59 4 93 23 17 15 9

Suburban .................................................................... 26 39 25 33 25 48 19 58 4 95 21 18 14 9

Town .......................................................................... 24 49 24 37 24 52 18 64 5 92 23 14 15 7

Rural .......................................................................... 21 45 24 33 23 52 20 59 6 93 21 13 14 7

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 25 38 23 31 26 44 20 56 4 95 22 17 14 7

35 to 49 percent ......................................................... 20 47 27 31 24 48 22 56 7 92 23 16 13 6

50 to 74 percent ......................................................... 24 47 26 35 21 55 19 62 6 93 20 14 15 8

75 percent or more ..................................................... 23 49 23 36 19 59 15 65 4 94 22 17 14 12

Main teaching assignment 

General education in self-contained classroom .......... 25 40 24 30 21 59 19 61 5 94 18 13 13 8

Mathematics/computer science, science .................... 21 52 24 45 25 49 18 63 7 89 22 14 14 6

Other academic subject2.............................................. 24 44 26 27 26 42 22 51 3 96 24 23 17 9

Special education, English as a second 

language................................................................ 23 47 28 32 23 57 21 62 4 95 25 16 13 9

Other assignment3....................................................... 25 39 21 38 23 40 16 62 4 94 25 16 14 12

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 24 41 26 29 25 41 21 51 4 95 20 18 13 9

4 to 9 years ................................................................. 22 44 24 35 27 45 21 55 4 95 23 17 13 9

10 to 19 years ............................................................. 23 46 25 32 20 54 19 60 5 94 23 16 15 7

20 or more years ........................................................ 25 42 23 35 22 56 16 67 5 92 20 14 15 9

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were never, rarely, sometimes, and often. Responses for sometimes and often were combined in the table. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
13

Table 7. Percent of teachers reporting how frequently their students performed various activities using educational technology during their 

classes, based on teachers reporting that the activity applied to their students, by school and teacher characteristics: 2009 

Characteristic

Prepare written text

Create or use 

graphics or visual 

displays

Learn or practice 

basic skills Conduct research

Correspond 

with others

Contribute to 

blogs or wikis

Use social 

networking 

websites

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 24 61 27 53 17 69 22 66 21 31 12 9 9 7

School instructional level1

Elementary ................................................................. 27 57 29 49 15 76 23 64 20 26 10 7 7 6

Secondary .................................................................. 20 67 24 59 21 53 20 69 24 40 16 13 12 9

School enrollment size

Less than 300 ............................................................. 23 63 31 48 20 70 22 64 18 29 11 7 9 4

300 to 999 .................................................................. 26 59 28 52 16 73 22 65 21 28 12 8 7 8

1,000 or more ............................................................. 21 64 24 56 20 57 21 67 23 40 15 12 12 8

Community type

City ............................................................................ 24 59 25 52 14 72 21 66 23 32 14 6 10 7

Suburban .................................................................... 24 61 27 53 16 70 23 64 20 32 10 12 7 7

Town .......................................................................... 26 61 30 54 20 63 19 69 21 32 14 9 7 9

Rural .......................................................................... 24 61 28 52 20 65 21 66 23 29 13 8 11 7

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 21 66 27 56 21 61 21 67 22 33 12 11 8 6

35 to 49 percent ......................................................... 23 62 29 52 20 63 22 65 21 30 11 8 7 6

50 to 74 percent ......................................................... 27 55 28 49 15 73 21 65 21 30 13 7 8 8

75 percent or more ..................................................... 28 56 26 50 10 83 24 64 20 31 13 9 11 10

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 28 54 30 45 12 83 24 59 18 22 8 6 7 5

Mathematics/computer science, science .................... 26 52 26 53 20 59 27 56 23 32 11 7 7 7

Other academic subject2.............................................. 21 70 30 56 24 54 18 76 21 40 15 16 10 9

Special education, English as a second 

language................................................................ 21 70 23 59 13 80 19 73 24 31 16 8 10 8

Other assignment3....................................................... 21 65 21 62 22 54 18 72 24 39 16 9 12 13

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 28 53 27 49 16 67 26 58 21 30 11 10 8 8

4 to 9 years ................................................................. 27 58 27 52 19 67 23 65 21 33 13 10 10 5

10 to 19 years ............................................................. 22 63 30 51 16 70 21 67 22 29 12 9 7 7

20 or more years ........................................................ 22 64 25 57 16 70 18 69 21 33 13 8 9 10

See notes at end of table. 
14

Table 7. Percent of teachers reporting how frequently their students performed various activities using educational technology during their 

classes, based on teachers reporting that the activity applied to their students, by school and teacher characteristics: 2009—Continued 

Characteristic

Solve problems, 

analyze data, or 

perform calculations

Conduct experiments 

or perform 

measurements

Develop and 

present multimedia

presentations

Create art, music, 

movies, or webcasts

Develop or run 

demonstrations, 

models, or simulations

Design and 

produce a product

Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often

All public school teachers ........................................ 23 45 25 25 25 42 24 25 23 17 17 13

School instructional level1

Elementary ................................................................. 21 45 24 23 26 35 25 21 21 14 15 11

Secondary .................................................................. 25 46 27 30 24 53 24 32 26 25 20 17

School enrollment size

Less than 300 ............................................................. 23 44 28 21 22 37 22 23 22 15 15 16

300 to 999 .................................................................. 22 46 24 25 25 40 25 23 23 15 17 12

1,000 or more ............................................................. 23 44 27 28 27 47 23 30 24 24 18 16

Community type

City ............................................................................ 21 45 22 26 25 41 24 21 24 16 18 12

Suburban .................................................................... 21 46 25 26 25 40 23 28 21 18 14 12

Town .......................................................................... 26 45 29 25 25 46 26 26 27 19 22 18

Rural .......................................................................... 24 45 27 25 25 43 25 23 23 17 18 14

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 24 43 25 24 25 47 25 30 23 18 17 14

35 to 49 percent ......................................................... 24 42 26 23 28 38 24 18 22 17 17 13

50 to 74 percent ......................................................... 19 47 26 27 24 40 24 22 24 17 15 14

75 percent or more ..................................................... 22 52 25 28 24 36 22 22 22 18 20 11

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 19 43 24 18 25 28 23 17 17 10 12 8

Mathematics/computer science, science .................... 20 61 27 45 29 40 23 17 27 25 17 11

Other academic subject2.............................................. 26 35 24 17 24 56 29 32 26 18 22 19

Special education, English as a second 

language................................................................ 29 40 28 23 27 38 25 25 26 13 21 8

Other assignment3....................................................... 26 45 27 27 21 55 21 42 23 26 19 25

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 23 45 25 27 23 41 24 23 20 16 13 9

4 to 9 years ................................................................. 22 46 25 28 24 44 24 28 21 19 17 14

10 to 19 years ............................................................. 23 44 26 23 26 41 23 26 25 17 18 13

20 or more years ........................................................ 23 46 25 25 26 41 26 22 24 17 19 15

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were not applicable, never, rarely, sometimes, and often. Responses for sometimes and often were combined in the table. Percents are based on the 

teachers reporting that the activity applied to their students. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
15

Table 8. Percent of teachers reporting how frequently they used various modes of technology to communicate with parents or students, 

by school and teacher characteristics: 2009 

Characteristic

Email or list-serve to send out group 

updates or information Email to address individual concerns Online bulletin board for class discussion

Parents Students Parents Students Parents Students

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 14 59 13 24 10 79 13 30 11 14 7 11

School instructional level1

Elementary ..................................................................................... 14 58 10 18 11 75 10 20 10 13 6 8

Secondary ...................................................................................... 14 61 17 36 8 86 19 48 13 16 10 14

School enrollment size

Less than 300 ................................................................................. 16 52 11 17 14 71 10 19 9 9 6 5

300 to 999 ...................................................................................... 14 59 12 20 11 77 12 24 10 13 7 9

1,000 or more ................................................................................. 13 62 15 36 6 86 17 48 13 18 10 16

Community type

City ................................................................................................ 13 53 13 25 11 69 16 29 12 13 7 11

Suburban ........................................................................................ 15 60 13 25 9 82 13 32 10 16 7 12

Town .............................................................................................. 14 62 12 23 8 82 14 27 11 14 8 9

Rural .............................................................................................. 14 62 13 22 11 81 12 27 11 12 8 9

Percent of students in the school eligible for free or reducedprice lunch

Less than 35 percent ...................................................................... 10 69 14 30 4 92 14 38 11 16 8 13

35 to 49 percent ............................................................................. 18 61 14 24 9 86 15 31 11 13 9 9

50 to 74 percent ............................................................................. 15 58 13 20 12 77 13 25 10 13 6 8

75 percent or more ......................................................................... 18 39 10 17 20 48 11 19 13 12 7 9

Main teaching assignment 

General education in self-contained classroom .............................. 15 53 8 13 12 70 7 13 8 9 5 5

Mathematics/computer science, science ........................................ 14 61 17 30 7 88 19 41 12 18 8 17

Other academic subject2.................................................................. 13 66 14 34 7 87 16 44 12 15 8 14

Special education, English as a second language............................ 11 58 17 17 9 71 15 22 12 15 8 9

Other assignment3........................................................................... 13 65 16 35 12 81 16 41 15 16 12 14

Elementary/secondary teaching experience 

3 or fewer years ............................................................................. 15 50 9 19 9 74 11 26 11 15 8 13

4 to 9 years ..................................................................................... 16 59 14 23 10 79 14 27 9 14 6 12

10 to 19 years ................................................................................. 12 62 14 25 9 81 14 29 11 14 7 9

20 or more years ............................................................................ 13 61 13 27 11 79 13 35 14 12 8 10

See notes at end of table. 
16

Table 8. Percent of teachers reporting how frequently they use various modes of technology to communicate with parents or students, 

by school and teacher characteristics: 2009—Continued 

Characteristic

Course or teacher web page Course or teacher blog Instant messaging

Parents Students Parents Students Parents Students

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 14 39 11 28 8 8 6 5 7 7 4 3

School instructional level1

Elementary ..................................................................................... 14 39 9 25 8 7 5 4 6 7 3 2

Secondary ...................................................................................... 14 41 13 33 10 9 8 7 8 7 5 5

School enrollment size

Less than 300 ................................................................................. 14 34 10 20 8 5 5 3 7 6 3 1

300 to 999 ...................................................................................... 14 38 10 26 8 8 5 4 6 7 4 3

1,000 or more ................................................................................. 14 43 12 35 9 11 7 8 8 7 4 5

Community type

City ................................................................................................ 16 32 11 22 8 8 6 4 8 8 5 4

Suburban ........................................................................................ 13 43 10 32 8 9 6 6 6 5 3 3

Town .............................................................................................. 12 39 12 26 9 8 5 5 6 11 5 3

Rural .............................................................................................. 14 40 11 28 9 7 6 5 7 8 4 4

Percent of students in the school eligible for free or reducedprice lunch

Less than 35 percent ...................................................................... 13 47 10 36 8 9 5 7 6 5 4 3

35 to 49 percent ............................................................................. 14 38 14 26 10 6 7 4 6 8 4 3

50 to 74 percent ............................................................................. 14 35 10 24 8 8 6 5 7 8 4 4

75 percent or more ......................................................................... 14 30 10 18 8 8 6 4 9 10 5 4

Main teaching assignment 

General education in self-contained classroom .............................. 12 35 8 20 7 6 4 2 6 7 3 2

Mathematics/computer science, science ........................................ 13 45 12 38 8 8 6 6 7 7 4 4

Other academic subject2.................................................................. 14 41 11 35 9 11 6 9 7 5 4 3

Special education, English as a second language............................ 15 35 13 20 10 9 7 4 9 6 5 3

Other assignment3........................................................................... 17 43 15 31 12 8 8 7 8 11 7 5

Elementary/secondary teaching experience 

3 or fewer years ............................................................................. 12 34 10 23 7 8 4 5 6 4 2 3

4 to 9 years ..................................................................................... 13 38 11 27 7 8 5 6 6 6 4 3

10 to 19 years ................................................................................. 13 41 10 30 7 9 6 5 7 8 4 3

20 or more years ............................................................................ 16 41 12 29 11 8 8 5 8 9 6 4

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were never, rarely, sometimes, and often. Responses for sometimes and often were combined in the table. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
17

Table 9. Percent of teachers reporting the extent to which various kinds of education and training prepared them to make effective use of 

educational technology for instruction, by school and teacher characteristics: 2009 

Characteristic

Undergraduate teacher 

education program

Graduate teacher 

education program

Professional 

development activities

Training provided by 

staff responsible for 

technology support 

and/or integration 

at the school Independent learning

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

All public school teachers ........................................ 21 25 31 33 4 61 4 61 3 78

School instructional level1

Elementary ................................................................. 20 25 32 33 3 64 4 64 3 78

Secondary .................................................................. 23 25 29 32 4 57 4 55 3 80

School enrollment size

Less than 300 ............................................................. 24 22 38 28 5 57 8 53 4 74

300 to 999 .................................................................. 20 25 31 33 3 63 3 63 2 78

1,000 or more ............................................................. 21 27 29 33 4 59 4 58 3 81

Community type

City ............................................................................ 23 27 30 33 4 61 4 57 3 80

Suburban .................................................................... 21 24 29 34 4 61 4 63 3 80

Town .......................................................................... 19 27 34 33 3 65 3 63 1 77

Rural .......................................................................... 19 24 34 29 3 60 3 60 3 75

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 21 21 27 33 2 62 2 63 2 79

35 to 49 percent ......................................................... 22 25 27 32 3 61 2 63 2 78

50 to 74 percent ......................................................... 22 26 37 30 5 61 6 60 4 75

75 percent or more ..................................................... 20 32 36 35 4 61 5 55 2 81

Main teaching assignment 

General education in self-contained classroom .......... 18 25 32 32 3 64 3 63 3 75

Mathematics/computer science, science .................... 21 24 28 34 5 59 4 54 2 82

Other academic subject2.............................................. 23 25 32 32 3 59 3 60 3 78

Special education, English as a second language........ 24 24 26 34 6 65 7 65 4 81

Other assignment3....................................................... 22 29 34 31 3 61 4 62 3 81

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 17 49 52 28 7 47 7 49 3 82

4 to 9 years ................................................................. 17 38 27 42 3 56 4 55 2 81

10 to 19 years ............................................................. 16 17 25 35 3 65 3 64 2 78

20 or more years ........................................................ 32 9 30 24 3 71 3 70 4 74

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were not applicable, not at all, minor extent, moderate extent, and major extent. Responses for moderate and major extent were combined in the table. 

Percents are based on all teachers. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
18

Table 10. Percentage distribution of teachers reporting the number of hours spent in professional development activities for educational 

technology during the last 12 months, by school and teacher characteristics: 2009 

Characteristic

Time spent in professional development activities for educational technology

None 1–8 hours 9–16 hours 17–32 hours 33 hours or more

All public school teachers ................................................................................................................. 13 53 18 9 7

School instructional level1

Elementary ................................................................................................................................................ 12 55 18 8 7

Secondary ................................................................................................................................................. 14 51 18 10 7

School enrollment size

Less than 300 ............................................................................................................................................ 12 56 20 8 4

300 to 999 ................................................................................................................................................. 13 53 18 9 7

1,000 or more ............................................................................................................................................ 13 52 17 9 8

Community type

City ........................................................................................................................................................... 16 53 15 8 8

Suburban ................................................................................................................................................... 11 55 16 10 7

Town ......................................................................................................................................................... 13 53 19 10 6

Rural ......................................................................................................................................................... 12 52 22 7 7

Percent of students in the school eligible for free or reduced-price lunch

Less than 35 percent ................................................................................................................................. 12 54 18 10 7

35 to 49 percent ........................................................................................................................................ 12 55 20 8 5

50 to 74 percent ........................................................................................................................................ 13 51 19 10 7

75 percent or more .................................................................................................................................... 15 54 14 6 10

Main teaching assignment 

General education in self-contained classroom ......................................................................................... 13 56 17 7 7

Mathematics/computer science, science ................................................................................................... 14 51 18 11 6

Other academic subject2............................................................................................................................. 13 52 19 9 7

Special education, English as a second language....................................................................................... 9 55 20 8 8

Other assignment3...................................................................................................................................... 12 50 19 11 9

Elementary/secondary teaching experience 

3 or fewer years ........................................................................................................................................ 16 53 17 9 6

4 to 9 years ................................................................................................................................................ 12 57 15 8 8

10 to 19 years ............................................................................................................................................ 11 55 18 9 7

20 or more years ....................................................................................................................................... 13 49 22 9 7

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
19

Table 11. Percentage distribution of teachers who reported participating in professional development activities for educational technology 

during the last 12 months reporting agreement or disagreement with various statements about those activities, by school and teacher 

characteristics: 2009 

Characteristic

It met my goals and needs

It supported the goals and 

standards of my state, 

district, and school

It applied to technology 

available in my school

It was available at 

convenient times and places

Disagree Agree Disagree Agree Disagree Agree Disagree Agree

All public school teachers ......................................................................... 19 81 12 88 13 87 17 83

School instructional level1

Elementary ............................................................................................................ 18 82 10 90 12 88 14 86

Secondary ............................................................................................................. 21 79 14 86 16 84 22 78

School enrollment size

Less than 300 ........................................................................................................ 19 81 12 88 13 87 19 81

300 to 999 ............................................................................................................. 18 82 11 89 12 88 15 85

1,000 or more ........................................................................................................ 19 81 14 86 15 85 20 80

Community type

City ....................................................................................................................... 22 78 15 85 19 81 21 79

Suburban ............................................................................................................... 18 82 10 90 12 88 15 85

Town ..................................................................................................................... 16 84 11 89 10 90 17 83

Rural ..................................................................................................................... 19 81 12 88 12 88 16 84

Percent of students in the school eligible for free or reduced-price lunch

Less than 35 percent ............................................................................................. 18 82 10 90 11 89 16 84

35 to 49 percent .................................................................................................... 22 78 14 86 14 86 20 80

50 to 74 percent .................................................................................................... 18 82 12 88 12 88 15 85

75 percent or more ................................................................................................ 20 80 14 86 16 84 19 81

Main teaching assignment 

General education in self-contained classroom ..................................................... 20 80 12 88 12 88 15 85

Mathematics/computer science, science ............................................................... 19 81 12 88 14 86 18 82

Other academic subject2......................................................................................... 20 80 14 86 14 86 19 81

Special education, English as a second language................................................... 13 87 10 90 14 86 14 86

Other assignment3.................................................................................................. 17 83 10 90 11 89 20 80

Elementary/secondary teaching experience 

3 or fewer years .................................................................................................... 21 79 13 87 18 82 20 80

4 to 9 years ............................................................................................................ 22 78 13 87 16 84 17 83

10 to 19 years ........................................................................................................ 18 82 12 88 13 87 16 84

20 or more years ................................................................................................... 15 85 10 90 8 92 16 84

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school characteristics but are not shown separately. 

2

 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent asked to specify). 

NOTE: Response options in the questionnaire were strongly disagree, somewhat disagree, somewhat agree, and strongly agree. Responses to the ―strongly‖ and ―somewhat‖ categories were combined 

in the table. Percents are calculated among teachers who participated in professional development activities for educational technology during the 12 months prior to completing the survey. Detail may 

not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06.
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21

Related Reports 

Bare, J., and Meek, A. (1998). Internet Access in Public Schools (NCES 98–031). National Center for 

Education Statistics, U.S. Department of Education. Washington, DC. 

Cattagni, A., and Farris, E. (2001). Internet Access in U.S. Public Schools and Classrooms: 1994–2000 (NCES 

2001–071). National Center for Education Statistics, U.S. Department of Education. Washington, DC. 

Heaviside, S., Farris, E., and Malitz, G. (1995). Advanced Telecommunications in U.S. Public Schools, K–12 

(NCES 95–731). National Center for Education Statistics, U.S. Department of Education. Washington, 

DC. 

Heaviside, S., Farris, E., and Malitz, G. (1996). Advanced Telecommunications in U.S. Public Elementary and 

Secondary Schools, 1995 (NCES 96–854). National Center for Education Statistics, U.S. Department of 

Education. Washington, DC. 

Heaviside, S., Riggins, T., and Farris, E. (1997). Advanced Telecommunications in U.S. Public Elementary and 

Secondary Schools, Fall 1996 (NCES 97–944). National Center for Education Statistics, U.S. 

Department of Education. Washington, DC. 

Kleiner, A., and Farris, E. (2002). Internet Access in U.S. Public Schools and Classrooms: 1994–2001 (NCES 

2002–018). National Center for Education Statistics, Institute of Education Sciences, U.S. Department 

of Education. Washington, DC. 

Kleiner, A., and Lewis, L. (2003). Internet Access in U.S. Public Schools and Classrooms: 1994–2002 (NCES 

2004–011). National Center for Education Statistics, Institute of Education Sciences, U.S. Department 

of Education. Washington, DC. 

Lanahan, L. (2002). Beyond School-Level Internet Access: Support for Instructional Use of Technology (NCES 

2002–029). National Center for Education Statistics, Institute of Education Sciences, U.S. Department 

of Education. Washington, DC. 

Parsad, B., and Jones, J. (2005). Internet Access in U.S. Public Schools and Classrooms: 1994–2003 (NCES 

2005–015). National Center for Education Statistics, Institute of Education Sciences, U.S. Department 

of Education. Washington, DC. 

Rowand, C. (1999). Internet Access in Public Schools and Classrooms: 1994–98 (NCES 1999–017). National 

Center for Education Statistics, U.S. Department of Education. Washington, DC. 

Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N., and Angeles, J. (2000). Teachers’ Tools for 

the 21st Century: A Report on Teachers’ Use of Technology (NCES 2000–102). National Center for 

Education Statistics, U.S. Department of Education. Washington, DC. 

Wells, J., and Lewis, L. (2006). Internet Access in U.S. Public Schools and Classrooms: 1994–2005 (NCES 

2007-020). National Center for Education Statistics, Institute of Education Sciences, U.S. Department 

of Education. Washington, DC. 

Williams, C. (2000). Internet Access in Public Schools and Classrooms: 1994–99 (NCES 2000–086). National 

Center for Education Statistics, U.S. Department of Education. Washington, DC. 
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A-1 

Appendix A 

Standard Error Tables 
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A-3

Table 1a. Standard errors for the percent of teachers with computers in the classroom every day and percent that can bring computers into the 

classroom, ratio of students in the classroom to these computers, and percent of these computers with Internet access, by school and 

teacher characteristics: 2009 

Characteristic

Computers in the classroom 

every day

Computers that can be brought 

into the classroom

Total computers (in or can be 

brought into the classroom)

Percent of 

teachers 

Ratio of 

students in the 

classroom to 

computers

Percent of 

computers 

with Internet 

access

Percent of 

teachers 

Ratio of 

students in the 

classroom to 

computers

Percent of 

computers 

with Internet 

access

Percent of 

teachers 

Ratio of 

students in the 

classroom to 

computers

Percent of 

computers 

with Internet 

access

All public school teachers ........................................ 0.3 0.14 0.7 1.1 0.07 0.6 0.2 0.04 0.5

School instructional level

Elementary ................................................................. 0.5 0.13 0.7 1.5 0.11 0.8 0.3 0.05 0.6

Secondary .................................................................. 0.7 0.31 1.3 1.6 0.11 0.8 0.4 0.06 0.8

School enrollment size

Less than 300 ............................................................. 1.0 0.28 2.0 2.8 0.21 0.7 0.5 0.08 0.8

300 to 999 .................................................................. 0.4 0.16 0.8 1.5 0.10 0.8 0.3 0.05 0.6

1,000 or more ............................................................. 0.8 0.34 1.9 2.2 0.14 1.0 0.4 0.07 1.0

Community type

City ............................................................................ 0.9 0.33 1.5 2.7 0.19 1.5 0.5 0.09 1.1

Suburban .................................................................... 0.4 0.25 1.2 2.1 0.12 0.8 0.3 0.07 0.8

Town .......................................................................... 0.8 0.41 1.8 2.9 0.21 1.8 0.6 0.10 1.4

Rural .......................................................................... 0.8 0.30 0.9 1.9 0.13 1.3 0.5 0.06 0.9

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 0.6 0.23 1.1 1.9 0.10 0.8 0.3 0.05 0.7

35 to 49 percent ......................................................... 0.6 0.36 2.0 2.4 0.19 1.5 0.5 0.10 1.3

50 to 74 percent ......................................................... 0.7 0.25 1.3 2.3 0.21 1.3 0.5 0.09 1.0

75 percent or more ..................................................... 0.9 0.27 1.5 2.7 0.26 1.7 0.3 0.11 1.2

Main teaching assignment 

General education in self-contained classroom .......... 0.5 0.14 1.2 1.8 0.19 1.2 0.3 0.08 0.9

Mathematics/computer science, science .................... 1.0 0.45 2.4 2.2 0.08 1.3 0.5 0.05 1.3

Other academic subject............................................... 0.7 0.42 0.5 1.7 0.10 1.0 0.3 0.06 0.8

Special education, English as a second 

language................................................................ 0.7 0.18 2.1 3.3 0.15 2.1 0.5 0.07 1.8

Other assignment ........................................................ 1.1 0.24 1.8 2.6 0.26 1.4 0.9 0.09 1.1

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.1 0.38 1.3 2.5 0.19 1.8 0.5 0.10 1.3

4 to 9 years ................................................................. 0.6 0.23 1.2 1.9 0.10 1.2 0.3 0.05 0.9

10 to 19 years ............................................................. 0.6 0.26 1.5 1.8 0.12 1.1 0.4 0.07 1.0

20 or more years ........................................................ 0.7 0.25 1.3 2.0 0.12 1.1 0.4 0.06 0.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-4

Table 2a. Standard errors for the percentage distribution of teachers reporting how frequently they or their students use computers during 

instructional time in the classroom and in other locations in the school, by school and teacher characteristics: 2009 

Characteristic

In the classroom In other locations in the school

Not available Never Rarely Sometimes Often Not available Never Rarely Sometimes Often

All public school teachers ........................................ 0.2 0.6 0.8 0.8 1.0 0.3 0.5 0.8 1.1 0.9

School instructional level

Elementary ................................................................. 0.3 0.7 1.1 1.1 1.3 0.3 0.7 1.0 1.3 1.3

Secondary .................................................................. 0.4 1.2 1.4 1.1 1.6 0.4 0.9 1.3 1.5 1.1

School enrollment size

Less than 300 ............................................................. 0.5 1.7 2.4 2.5 3.0 1.0 1.2 2.1 3.3 2.6

300 to 999 .................................................................. 0.3 0.6 0.9 1.1 1.1 0.3 0.6 1.0 1.3 1.3

1,000 or more ............................................................. 0.4 1.3 1.5 1.6 1.8 0.4 1.1 1.6 1.6 1.3

Community type

City ............................................................................ 0.5 1.0 1.7 2.1 2.2 0.6 1.2 1.8 2.0 1.8

Suburban .................................................................... 0.3 1.1 1.5 1.3 1.7 0.5 1.0 1.4 1.6 1.5

Town .......................................................................... 0.6 1.1 1.9 2.0 2.8 0.6 1.2 2.2 2.6 2.5

Rural .......................................................................... 0.5 1.3 1.2 1.4 1.6 0.3 1.1 1.3 2.0 1.9

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 0.3 1.0 1.4 1.4 1.7 0.4 0.8 1.2 1.5 1.4

35 to 49 percent ......................................................... 0.5 1.7 1.7 2.0 2.2 0.4 1.5 2.0 2.4 2.0

50 to 74 percent ......................................................... 0.5 1.4 1.3 2.0 2.1 0.7 1.1 1.7 2.2 1.7

75 percent or more ..................................................... † 1.1 1.7 1.8 2.3 0.6 1.5 1.8 2.2 2.0

Main teaching assignment 

General education in self-contained classroom .......... 0.3 0.7 1.3 1.5 1.8 0.5 0.9 1.2 1.8 1.7

Mathematics/computer science, science .................... 0.5 1.5 1.8 1.7 1.9 0.7 1.3 1.9 1.9 1.6

Other academic subject............................................... 0.3 1.4 1.6 1.5 1.9 0.6 0.6 1.9 2.3 1.5

Special education, English as a second 

language................................................................ † 1.5 2.7 3.1 3.0 † 1.6 2.5 3.1 2.9

Other assignment ........................................................ 0.9 1.9 1.6 2.1 2.5 0.5 2.0 1.9 2.8 2.3

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 0.5 1.5 2.1 1.9 2.4 0.9 1.5 2.3 2.8 2.4

4 to 9 years ................................................................. 0.3 1.2 1.4 1.4 1.8 0.5 1.1 1.7 1.6 1.6

10 to 19 years ............................................................. 0.4 0.9 1.5 1.7 1.7 0.4 0.7 1.5 1.6 1.7

20 or more years ........................................................ 0.4 1.1 1.1 1.8 1.8 0.5 1.1 1.3 1.8 1.7

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-5

Table 3a. Standard errors for the percent of teachers reporting the availability of various technology devices, and of those with the devices 

available, percent that reported using the devices sometimes or often for instruction during their classes, by school and teacher 

characteristics: 2009 

Characteristic

LCD or DLP projector Videoconference unit Interactive whiteboard Classroom response system

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

All public school teachers ........................................ 0.9 1.0 0.9 0.9 0.2 1.3 1.1 1.1 1.5 1.0 0.5 2.3

School instructional level

Elementary ................................................................. 1.3 1.6 1.4 1.4 0.3 1.8 1.5 1.5 2.0 1.3 0.6 2.9

Secondary .................................................................. 1.7 1.6 1.2 1.3 0.4 2.2 1.5 1.3 2.1 1.4 0.7 3.0

School enrollment size

Less than 300 ............................................................. 3.1 3.0 2.3 2.7 † 3.5 2.7 2.7 3.4 2.3 1.5 5.2

300 to 999 .................................................................. 1.2 1.4 1.3 1.2 0.3 1.5 1.3 1.4 1.8 1.4 0.7 3.2

1,000 or more ............................................................. 1.8 2.1 1.7 1.6 0.5 2.6 2.1 1.8 3.3 1.7 1.3 3.6

Community type

City ............................................................................ 2.2 2.4 2.4 1.7 0.8 2.4 2.6 1.8 3.4 1.7 0.9 3.8

Suburban .................................................................... 1.6 1.8 1.9 1.7 0.3 2.8 1.9 1.7 2.4 1.7 0.9 3.4

Town .......................................................................... 3.0 3.2 3.1 2.0 0.6 3.2 2.5 3.2 3.6 2.3 1.7 5.7

Rural .......................................................................... 1.8 2.0 1.7 1.7 0.4 2.5 1.8 1.9 2.5 1.9 1.0 4.0

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 1.6 1.6 1.6 1.4 0.4 1.9 1.8 1.5 2.2 1.2 0.8 2.9

35 to 49 percent ......................................................... 2.4 2.6 2.0 1.9 0.8 4.5 2.3 2.3 4.3 2.4 1.1 4.1

50 to 74 percent ......................................................... 2.1 2.3 1.9 1.6 0.5 2.7 1.9 2.0 2.9 1.8 1.2 3.9

75 percent or more ..................................................... 2.6 3.2 2.6 2.3 0.6 3.8 2.4 2.7 3.9 2.3 1.3 4.6

Main teaching assignment 

General education in self-contained classroom .......... 1.8 2.3 1.8 1.5 0.4 2.3 1.7 1.8 2.3 1.6 0.8 3.5

Mathematics/computer science, science .................... 1.8 2.0 1.7 2.0 0.5 3.2 1.8 2.3 2.6 1.9 1.3 3.6

Other academic subject............................................... 1.7 2.1 1.9 1.6 0.7 2.6 2.3 2.1 3.4 1.8 1.0 3.8

Special education, English as a second language........ 3.5 2.9 3.2 3.0 † 5.3 2.6 2.2 5.3 2.5 1.4 6.0

Other assignment ........................................................ 2.6 2.7 2.8 2.1 0.6 3.7 2.3 1.7 3.8 2.0 1.1 4.7

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 2.5 2.5 2.5 2.0 0.8 2.9 2.0 2.1 3.2 2.2 1.0 4.5

4 to 9 years ................................................................. 2.0 1.8 1.9 1.6 0.5 2.5 1.9 1.7 2.6 1.6 0.8 3.7

10 to 19 years ............................................................. 1.6 1.8 1.6 1.6 0.3 2.0 1.7 1.6 2.3 1.7 1.0 3.2

20 or more years ........................................................ 1.7 1.9 1.7 1.6 0.3 2.3 1.8 1.4 2.7 1.7 1.0 4.2

See notes at end of table. 
A-6

Table 3a. Standard errors for the percent of teachers reporting the availability of various technology devices, and of those with the devices 

available, percent that reported using the devices sometimes or often for instruction during their classes, by school and teacher 

characteristics: 2009—Continued 

Characteristic

Digital camera MP3 player/iPod Document camera Handheld device

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Availability

Use 

sometimes 

or often

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

Available 

as needed

In 

classroom 

every day

All public school teachers ........................................ 1.1 0.6 0.9 0.7 0.3 1.7 0.9 1.0 1.7 0.7 0.5 3.0

School instructional level

Elementary ................................................................. 1.4 0.9 1.2 1.0 0.5 2.6 1.1 1.2 2.0 0.8 0.7 3.7

Secondary .................................................................. 1.5 0.9 1.5 1.2 0.6 2.3 1.5 1.2 2.8 1.0 0.5 3.8

School enrollment size

Less than 300 ............................................................. 2.8 2.6 3.1 2.1 1.3 6.6 2.3 2.3 5.9 1.7 1.0 9.0

300 to 999 .................................................................. 1.4 0.8 1.3 0.9 0.5 2.5 1.2 1.2 2.2 0.7 0.7 4.0

1,000 or more ............................................................. 2.0 1.2 2.0 1.6 0.7 2.8 2.0 2.0 3.3 1.3 0.6 6.4

Community type

City ............................................................................ 2.2 1.3 1.7 1.7 0.9 3.7 1.8 2.2 3.7 2.2 1.2 6.0

Suburban .................................................................... 1.7 1.2 1.7 1.2 0.7 3.1 1.6 1.6 2.4 1.1 0.7 4.1

Town .......................................................................... 2.1 2.0 3.4 2.1 0.9 4.7 1.8 2.3 5.0 1.3 1.5 10.1

Rural .......................................................................... 1.7 1.4 2.0 1.1 0.6 3.7 1.6 1.6 3.8 0.9 0.7 6.0

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 1.5 1.1 1.3 1.2 0.7 2.7 1.5 1.5 2.4 1.0 0.4 4.5

35 to 49 percent ......................................................... 2.2 1.8 2.8 1.8 1.0 4.6 2.3 2.2 4.1 1.3 1.3 8.7

50 to 74 percent ......................................................... 2.0 1.4 2.3 1.4 0.9 3.3 1.7 2.1 3.3 1.3 0.8 6.6

75 percent or more ..................................................... 2.3 1.2 3.0 1.6 0.7 5.5 2.2 2.1 4.0 1.6 1.5 5.4

Main teaching assignment 

General education in self-contained classroom .......... 1.7 1.3 1.8 1.1 0.7 4.0 1.5 1.8 2.6 0.9 1.0 4.3

Mathematics/computer science, science .................... 2.3 1.4 2.5 2.0 0.9 2.9 1.8 1.8 3.4 1.1 0.6 5.9

Other academic subject............................................... 2.0 1.0 2.1 1.8 0.9 3.1 1.7 1.9 3.7 1.6 0.8 9.3

Special education, English as a second language........ 2.6 1.4 4.0 2.8 1.3 5.8 3.2 1.7 5.6 1.5 0.8 8.5

Other assignment ........................................................ 2.5 2.1 2.6 1.8 1.4 4.8 2.1 1.8 3.7 1.8 1.0 6.5

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 2.7 1.5 3.3 1.7 1.0 3.6 1.8 2.4 4.5 1.4 0.9 9.1

4 to 9 years ................................................................. 1.8 1.1 2.2 1.3 0.9 3.7 1.7 1.3 3.3 1.1 0.8 6.2

10 to 19 years ............................................................. 1.5 1.1 1.9 1.0 0.7 3.7 1.4 1.6 2.9 1.0 0.8 5.5

20 or more years ........................................................ 1.8 1.3 1.7 1.4 0.7 3.1 1.6 1.6 3.2 1.1 0.9 5.3

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-7

Table 4a. Standard errors for the percent of teachers reporting that a system on their school or district network was available for various 

activities, and of those with a system available, percent that reported using the system sometimes or often, by school and teacher 

characteristics: 2009 

Characteristic

Entering or viewing grades

Entering or viewing 

attendance records Administering assessments

Entering or viewing 

results of 

student assessments

Entering or viewing 

Individual Education Plans 

(IEPs) or parts of the IEP 

relevant to interactions with 

students

Available

Use sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often AvailableUse sometimes or often

All public school teachers ........................................ 0.5 0.6 0.4 0.7 0.7 1.1 0.6 0.9 0.8 1.1

School instructional level

Elementary ................................................................. 0.8 0.9 0.6 1.1 0.8 1.3 0.6 1.0 1.1 1.6

Secondary .................................................................. 0.3 0.5 0.5 0.6 1.0 1.9 0.9 1.6 1.1 1.8

School enrollment size

Less than 300 ............................................................. 1.5 1.7 1.7 2.3 1.7 3.8 1.7 3.1 2.3 3.0

300 to 999 .................................................................. 0.7 0.9 0.6 0.8 0.9 1.6 0.7 1.1 1.0 1.5

1,000 or more ............................................................. 0.4 0.5 0.8 0.7 1.5 1.8 1.1 1.7 1.6 2.3

Community type

City ............................................................................ 1.1 1.5 1.4 1.3 1.8 1.9 1.3 1.7 1.9 2.5

Suburban .................................................................... 0.8 0.9 0.9 1.4 1.2 1.9 1.0 1.8 1.5 1.7

Town .......................................................................... 0.9 1.1 1.2 1.8 1.7 2.8 1.4 2.0 2.2 3.4

Rural .......................................................................... 1.0 1.2 0.9 1.2 1.2 1.9 1.2 1.6 1.5 2.4

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 0.7 0.7 0.8 1.0 1.1 1.6 0.9 1.5 1.1 1.9

35 to 49 percent ......................................................... 1.2 1.6 1.1 1.4 1.7 2.0 1.5 2.6 2.0 3.2

50 to 74 percent ......................................................... 0.8 1.3 1.1 1.8 1.4 2.1 1.1 1.7 2.1 1.8

75 percent or more ..................................................... 1.5 1.4 1.7 2.2 2.0 2.2 1.6 1.7 2.5 2.7

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 1.1 1.3 1.0 1.6 1.3 1.8 0.9 1.6 1.4 2.1

Mathematics/computer science, science .................... 0.6 0.8 0.8 1.2 1.6 2.3 1.4 1.9 1.9 2.5

Other academic subject............................................... 0.6 0.8 0.7 1.1 1.5 2.1 1.2 2.0 1.9 2.5

Special education, English as a second 

language................................................................ 1.0 1.5 1.0 2.1 2.0 4.2 1.6 2.7 1.7 2.0

Other assignment ........................................................ 0.7 1.0 1.0 1.4 1.4 3.1 1.5 2.5 2.0 2.6

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.1 1.7 1.1 1.2 1.8 3.2 1.8 2.6 1.9 2.9

4 to 9 years ................................................................. 0.9 1.2 0.9 1.1 1.3 2.0 1.1 1.4 1.8 2.1

10 to 19 years ............................................................. 0.9 1.0 0.9 1.3 1.3 1.9 0.9 1.8 1.4 2.2

20 or more years ........................................................ 0.9 1.1 1.1 1.3 1.3 2.1 1.2 1.5 1.7 2.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-8

Table 5a. Standard errors for the percent of teachers reporting that remote access to various school or district computer applications, 

documents, or data was available, and of those with remote access available, percent that reported using it sometimes or often, by 

school and teacher characteristics: 2009 

Characteristic

Remote access to school email

Remote access to 

documents on the 

school/district server Remote access to student data

Remote access to 

school/district software 

applications

Available

Use sometimes 

or often Available

Use sometimes 

or often Available

Use sometimes 

or often Available

Use sometimes 

or often

All public school teachers ........................................ 0.3 0.8 0.8 1.2 0.7 1.1 0.7 1.2

School instructional level

Elementary ................................................................. 0.4 0.9 1.1 1.5 0.9 1.5 1.0 1.6

Secondary .................................................................. 0.5 1.3 1.3 1.4 1.0 1.7 1.2 1.7

School enrollment size

Less than 300 ............................................................. 1.5 2.1 2.2 3.3 2.4 3.0 2.7 4.0

300 to 999 .................................................................. 0.3 1.0 1.0 1.6 0.8 1.6 0.8 1.5

1,000 or more ............................................................. 0.4 1.2 1.8 2.0 1.3 1.9 1.5 2.0

Community type

City ............................................................................ 0.5 1.6 1.6 2.5 1.5 2.5 1.5 2.7

Suburban .................................................................... 0.5 1.1 1.5 1.9 1.3 1.6 1.5 1.9

Town .......................................................................... 1.0 1.7 2.4 3.3 2.3 3.4 2.0 2.5

Rural .......................................................................... 0.7 1.8 1.5 2.2 1.3 2.2 1.5 2.2

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent ................................................... 0.4 1.1 1.5 1.6 1.1 1.5 1.2 1.7

35 to 49 percent ......................................................... 0.8 2.2 2.2 2.8 1.7 2.9 1.9 2.7

50 to 74 percent ......................................................... 0.6 1.2 1.8 2.8 1.7 2.3 1.9 2.7

75 percent or more ..................................................... 0.7 1.8 2.2 2.6 1.9 2.5 2.0 2.7

Main teaching assignment 

General education in self-contained classroom .......... 0.5 1.4 1.5 2.2 1.2 2.1 1.4 2.2

Mathematics/computer science, science ..................... 0.6 1.8 2.2 2.9 1.7 2.5 2.1 3.2

Other academic subject............................................... 0.7 1.7 1.6 2.2 1.7 2.1 1.7 2.3

Special education, English as a second language ........ 0.8 2.1 2.4 3.3 1.8 3.2 2.0 3.5

Other assignment ........................................................ 0.8 1.4 1.8 2.8 2.2 2.7 1.9 3.4

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.0 1.8 2.3 3.0 2.2 2.7 2.2 2.5

4 to 9 years ................................................................. 0.5 1.3 1.7 2.1 1.7 2.0 1.7 1.8

10 to 19 years ............................................................. 0.6 1.4 1.3 2.0 0.9 1.9 1.1 2.2

20 or more years ........................................................ 0.6 1.4 1.6 2.0 1.4 2.0 1.4 2.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ 

FRSS 95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-9

Table 6a. Standard errors for the percent of teachers reporting how frequently they used various types of software and Internet sites for 

classroom preparation, instruction, or administrative tasks, by school and teacher characteristics: 2009 

Characteristic

Word processing 

software

Database 

management 

software

Spreadsheets and 

graphing programs

Software for 

managing student 

records

Software for 

desktop publishing

Graphics, imageediting software

Software for 

making 

presentations

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 0.3 0.5 0.9 1.0 0.8 1.0 0.5 0.8 0.9 1.1 0.8 0.9 0.8 0.8

School instructional level

Elementary ................................................................. 0.3 0.6 1.2 1.3 1.1 1.3 0.8 1.2 1.1 1.4 0.9 1.3 1.2 1.3

Secondary .................................................................. 0.4 0.5 1.1 1.3 1.1 1.5 0.6 1.0 1.4 1.4 1.3 1.4 1.0 1.3

School enrollment size

Less than 300 ............................................................. 0.8 1.1 2.1 2.4 2.0 2.4 1.8 2.6 1.8 2.7 2.2 2.5 2.4 2.2

300 to 999 .................................................................. 0.3 0.6 1.2 1.4 1.2 1.4 0.7 1.1 1.1 1.4 1.0 1.3 1.0 1.2

1,000 or more ............................................................. 0.6 0.7 1.3 1.8 1.5 1.6 0.8 1.3 1.7 1.8 1.6 1.7 1.5 1.7

Community type

City ............................................................................ 0.8 0.9 1.9 2.3 1.9 2.0 1.1 1.8 2.0 2.1 1.5 2.0 1.6 1.6

Suburban .................................................................... 0.5 0.6 1.3 1.9 1.3 1.7 1.0 1.5 1.4 1.8 1.3 1.5 1.2 1.5

Town .......................................................................... 0.5 0.9 1.8 2.2 1.8 2.6 1.3 1.8 1.9 2.4 2.0 2.4 2.3 2.6

Rural .......................................................................... 0.5 0.7 1.6 1.5 1.7 1.8 1.1 1.7 1.4 1.5 1.6 1.7 1.5 1.8

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 0.4 0.6 1.3 1.8 1.2 1.5 0.8 1.3 1.4 1.7 1.4 1.2 1.3 1.5

35 to 49 percent ......................................................... 0.8 0.8 2.5 2.2 1.9 2.6 1.3 2.0 1.8 2.3 2.1 2.5 2.1 2.4

50 to 74 percent ......................................................... 0.6 0.9 1.7 2.0 1.6 1.8 1.0 1.6 1.5 2.3 1.7 1.9 1.6 1.8

75 percent or more ..................................................... 0.7 1.2 1.8 2.4 1.8 2.7 1.4 2.1 1.8 2.3 1.8 2.0 1.9 2.3

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 0.4 0.8 1.4 1.7 1.5 1.7 1.2 1.6 1.4 1.9 1.2 1.8 1.5 2.0

Mathematics/computer science, science .................... 0.7 0.7 1.7 2.0 1.8 2.2 1.1 1.4 1.9 2.2 2.1 2.1 1.5 1.8

Other academic subject............................................... 0.7 0.9 1.8 2.0 1.6 1.9 1.0 1.4 1.8 1.7 2.1 1.7 1.4 1.5

Special education, English as a second 

language................................................................ 1.0 1.4 3.4 3.3 2.4 2.5 1.8 2.5 2.0 2.9 2.7 2.5 2.8 2.5

Other assignment ........................................................ 0.5 1.0 2.3 2.5 2.0 2.4 1.2 1.6 1.9 2.3 2.2 2.5 2.2 2.5

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 0.6 0.7 2.4 2.3 2.1 2.2 1.5 2.2 2.1 2.4 2.3 1.9 1.7 2.1

4 to 9 years ................................................................. 0.4 0.7 1.8 1.6 1.8 2.0 1.2 1.7 1.8 1.8 1.9 1.8 1.3 1.8

10 to 19 years ............................................................. 0.5 0.6 1.6 1.9 1.7 1.9 1.0 1.4 1.6 2.1 1.5 2.1 1.5 1.8

20 or more years ........................................................ 0.6 1.1 1.4 1.7 1.9 1.7 1.0 1.6 1.5 1.9 1.5 2.1 1.7 1.8

See notes at end of table. 
A-10

Table 6a. Standard errors for the percent of teachers reporting how frequently they used various types of software and Internet sites for 

classroom preparation, instruction, or administrative tasks, by school and teacher characteristics: 2009—Continued 

Characteristic

Software for 

administering tests

Simulation and 

visualization 

programs

Drill/practice 

programs/tutorials

Subject-specific 

programs The Internet Blogs and/or wikis

Social networking 

websites

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 0.9 1.0 0.8 1.2 0.8 1.0 0.6 0.9 0.4 0.4 1.0 0.6 0.8 0.6

School instructional level

Elementary ................................................................. 1.1 1.5 0.9 1.5 0.9 1.1 0.9 1.3 0.5 0.6 1.2 0.7 1.0 0.7

Secondary .................................................................. 1.1 1.5 1.3 1.5 1.2 1.6 1.3 1.6 0.8 1.0 1.5 1.2 1.1 0.8

School enrollment size

Less than 300 ............................................................. 2.1 2.8 1.9 2.7 2.1 2.9 2.3 3.1 1.2 1.4 2.2 2.1 1.9 1.1

300 to 999 .................................................................. 1.0 1.3 1.0 1.3 1.0 1.3 0.8 1.1 0.5 0.5 1.1 0.8 1.0 0.7

1,000 or more ............................................................. 1.5 1.8 1.8 2.0 1.7 2.3 1.4 1.9 0.9 1.0 1.5 1.5 1.3 1.1

Community type

City ............................................................................ 1.5 1.7 1.8 2.1 1.6 1.9 1.4 1.4 0.8 1.0 1.8 1.4 1.6 1.5

Suburban .................................................................... 1.5 2.0 1.3 1.9 1.1 1.7 1.0 1.6 0.6 0.7 1.6 1.2 1.2 1.0

Town .......................................................................... 2.3 3.4 2.3 2.5 2.3 2.7 1.8 2.9 1.0 1.3 1.8 1.7 2.0 1.1

Rural .......................................................................... 1.6 1.9 1.6 1.9 1.6 2.1 1.6 2.0 0.8 0.8 1.6 1.3 1.3 0.9

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 1.3 1.6 1.2 1.6 1.1 1.6 1.2 1.6 0.5 0.6 1.6 1.2 1.2 0.8

35 to 49 percent ......................................................... 1.7 2.1 2.2 2.1 2.3 2.9 2.1 2.3 1.1 1.2 1.9 1.6 1.6 1.2

50 to 74 percent ......................................................... 1.7 1.9 1.7 1.9 1.6 1.5 1.2 1.7 0.8 1.0 1.4 1.3 1.3 1.2

75 percent or more ..................................................... 1.7 2.4 1.8 2.6 2.1 2.3 1.8 2.3 1.0 1.1 2.1 1.6 1.8 1.7

Main teaching assignment 

General education in self-contained 

classroom ............................................................. 1.5 1.8 1.3 1.8 1.2 1.8 1.2 1.7 0.7 0.8 1.2 0.9 1.2 0.9

Mathematics/computer science, science .................... 1.8 1.9 1.8 2.3 2.1 2.3 1.4 1.8 1.1 1.3 1.6 1.4 1.4 1.0

Other academic subject............................................... 1.5 1.8 1.6 1.9 1.3 2.2 1.7 2.5 0.6 0.6 2.0 1.5 1.5 1.1

Special education, English as a second 

language................................................................ 2.5 3.1 2.7 3.0 2.1 2.5 1.9 2.5 1.2 1.2 2.8 2.3 2.1 1.7

Other assignment ........................................................ 2.4 2.7 1.9 2.2 2.2 2.2 1.8 2.5 1.0 1.2 2.0 1.8 2.0 1.5

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.7 3.1 2.1 2.4 2.2 2.9 2.1 2.3 0.9 1.0 2.1 1.9 1.6 1.4

4 to 9 years ................................................................. 1.6 1.9 1.7 2.1 1.7 1.6 1.3 1.6 0.8 0.9 1.3 1.3 1.3 1.1

10 to 19 years ............................................................. 1.5 1.7 1.5 1.6 1.4 1.9 1.2 1.7 0.6 0.8 1.8 1.3 1.5 0.7

20 or more years ........................................................ 1.8 1.6 1.4 1.8 1.6 2.0 1.3 1.7 0.9 1.0 1.6 1.2 1.4 1.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-11

Table 7a. Standard errors for the percent of teachers reporting how frequently their students performed various activities using educational 

technology during their classes, based on teachers reporting that the activity applied to their students, by school and teacher 

characteristics: 2009 

Characteristic

Prepare written text

Create or use 

graphics or visual 

displays

Learn or practice 

basic skills Conduct research

Correspond 

with others

Contribute to 

blogs or wikis

Use social 

networking 

websites

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 0.9 1.1 0.8 1.0 0.7 0.8 0.8 1.0 0.8 0.9 0.7 0.8 0.6 0.7

School instructional level

Elementary ................................................................. 1.1 1.4 1.0 1.3 0.9 1.0 1.2 1.3 1.1 1.4 1.0 0.9 0.6 0.9

Secondary .................................................................. 1.2 1.5 1.3 1.5 1.5 1.5 1.1 1.4 1.4 1.7 1.3 1.5 1.3 1.2

School enrollment size

Less than 300 ............................................................. 2.6 3.1 2.8 2.9 2.4 3.0 2.4 2.8 2.0 2.4 2.0 2.2 2.0 1.3

300 to 999 .................................................................. 1.1 1.3 1.1 1.3 0.9 1.1 1.1 1.2 1.1 1.3 1.0 0.9 0.6 0.9

1,000 or more ............................................................. 1.7 1.9 1.7 1.9 1.5 1.7 1.5 1.8 1.8 2.2 1.4 1.6 1.5 1.4

Community type

City ............................................................................ 2.1 2.0 1.8 2.1 1.7 1.9 1.7 2.4 1.7 2.6 1.8 1.2 1.5 1.4

Suburban .................................................................... 1.6 2.1 1.5 2.0 1.3 1.5 1.4 1.8 1.4 1.9 1.3 1.3 1.0 1.2

Town .......................................................................... 2.3 2.4 3.1 3.0 2.3 2.4 2.3 2.7 2.8 2.6 1.8 1.6 1.5 1.8

Rural .......................................................................... 1.4 1.5 1.6 1.6 1.4 1.9 1.5 1.8 1.6 1.8 1.4 1.4 1.5 1.3

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 1.4 1.8 1.4 1.5 1.2 1.2 1.2 1.7 1.2 1.7 1.0 1.2 1.0 0.9

35 to 49 percent ......................................................... 2.2 2.7 2.0 2.1 1.7 2.3 1.5 1.9 2.0 2.3 1.6 1.6 1.7 1.5

50 to 74 percent ......................................................... 1.7 1.9 2.1 2.3 1.6 1.9 1.8 2.0 2.0 1.8 1.8 1.3 1.4 1.3

75 percent or more ..................................................... 2.6 2.6 2.0 2.1 1.5 2.0 2.0 2.5 2.1 2.7 2.4 2.1 1.8 2.1

Main teaching assignment 

General education in self-contained classroom .......... 1.6 2.2 1.3 1.7 1.2 1.4 1.5 1.9 1.3 1.5 1.2 0.9 0.9 1.0

Mathematics/computer science, science .................... 1.8 2.1 1.9 2.0 1.6 2.2 1.8 2.0 1.8 2.1 1.8 1.4 1.2 1.4

Other academic subject............................................... 1.6 1.8 1.8 2.1 1.7 1.8 1.4 1.7 1.9 2.1 1.8 2.0 1.5 1.5

Special education, English as a second 

language................................................................ 2.7 2.8 2.9 2.7 2.4 2.8 2.8 2.9 2.8 3.3 2.8 2.2 2.1 2.3

Other assignment ........................................................ 2.2 2.5 2.1 2.5 2.6 2.7 1.5 2.1 2.4 2.8 2.3 2.1 2.4 2.3

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.8 2.3 2.2 2.8 1.7 2.4 2.2 2.6 2.2 2.3 1.8 1.8 1.5 1.7

4 to 9 years ................................................................. 2.0 2.0 1.5 1.7 1.6 1.6 1.7 1.7 1.5 2.1 1.5 1.5 1.5 0.9

10 to 19 years ............................................................. 1.6 1.9 1.6 1.8 1.3 1.9 1.6 1.7 1.7 1.9 1.4 1.3 1.1 1.0

20 or more years ........................................................ 1.5 1.6 1.7 1.8 1.3 1.8 1.3 1.3 1.6 1.8 1.4 1.4 1.3 1.8

See notes at end of table. 
A-12

Table 7a. Standard errors for the percent of teachers reporting how frequently their students performed various activities using educational 

technology during their classes, based on teachers reporting that the activity applied to their students, by school and teacher 

characteristics: 2009—Continued 

Characteristic

Solve problems, 

analyze data, or 

perform calculations

Conduct experiments 

or perform 

measurements

Develop and 

present multimedia 

presentations

Create art, music, 

movies, or webcasts

Develop or run 

demonstrations, 

models, or simulations

Design and 

produce a product

Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often Rarely

Sometimes 

or often

All public school teachers ........................................ 1.0 1.2 1.0 1.1 0.8 1.0 1.0 1.1 0.9 0.9 0.8 0.8

School instructional level

Elementary ................................................................. 1.3 1.7 1.2 1.4 1.1 1.3 1.4 1.4 1.3 1.2 1.1 1.2

Secondary .................................................................. 1.3 1.8 1.4 1.6 1.5 1.7 1.3 1.4 1.5 1.3 1.8 1.0

School enrollment size

Less than 300 ............................................................. 2.4 2.7 2.6 2.5 2.4 2.8 2.5 2.3 2.6 2.4 2.0 2.4

300 to 999 .................................................................. 1.1 1.6 1.3 1.3 1.0 1.3 1.2 1.4 1.3 1.1 1.1 1.1

1,000 or more ............................................................. 1.9 2.2 2.1 1.9 1.8 1.9 1.7 1.9 1.9 1.8 1.9 1.5

Community type

City ............................................................................ 1.9 2.2 2.2 2.0 1.9 2.2 2.0 2.1 2.4 1.8 2.0 1.8

Suburban .................................................................... 1.5 2.1 1.5 1.9 1.7 1.9 1.8 1.6 1.2 1.7 1.4 1.1

Town .......................................................................... 2.7 2.6 3.1 3.0 2.0 3.2 2.9 2.8 2.6 2.4 2.3 2.8

Rural .......................................................................... 1.6 1.8 1.7 1.8 1.7 2.1 1.5 1.3 1.7 1.4 1.3 1.4

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent .................................................. 1.7 1.6 1.1 1.6 1.3 1.7 1.4 1.7 1.3 1.4 1.2 1.2

35 to 49 percent ......................................................... 2.1 2.4 1.9 2.1 2.1 2.2 1.9 2.1 1.8 2.0 2.3 1.9

50 to 74 percent ......................................................... 1.6 2.1 1.7 1.9 2.0 2.3 2.0 1.8 2.0 1.5 1.7 1.9

75 percent or more ..................................................... 2.1 3.3 2.8 2.5 2.2 2.9 2.7 2.6 2.4 2.7 2.4 2.1

Main teaching assignment 

General education in self-contained classroom .......... 1.6 2.1 1.7 1.4 1.6 1.5 1.6 1.5 1.3 1.3 1.4 1.0

Mathematics/computer science, science .................... 1.9 2.1 1.7 2.2 1.9 2.6 2.4 2.1 1.9 2.1 1.8 1.6

Other academic subject............................................... 2.1 2.5 1.9 2.1 1.8 2.1 1.8 1.9 2.0 1.9 1.7 1.8

Special education, English as a second 

language................................................................ 2.9 3.8 2.9 3.0 2.7 3.2 3.3 3.1 3.0 2.1 3.0 1.8

Other assignment ........................................................ 2.8 2.8 3.1 2.7 2.0 2.8 2.1 2.8 2.4 2.6 2.1 2.4

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 2.1 3.3 2.0 2.7 2.2 3.1 2.5 2.5 2.4 2.3 2.0 1.4

4 to 9 years ................................................................. 1.6 2.0 1.8 2.2 1.7 1.6 1.9 1.7 1.4 2.0 2.0 2.0

10 to 19 years ............................................................. 1.5 2.2 1.4 1.8 1.4 1.5 1.8 1.6 2.0 1.4 1.6 1.6

20 or more years ........................................................ 1.9 2.1 2.0 2.0 1.9 2.0 1.8 1.7 1.6 1.8 1.6 1.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-13

Table 8a. Standard errors for the percent of teachers reporting how frequently they used various modes of technology to communicate with 

parents or students, by school and teacher characteristics: 2009 

Characteristic

Email or list-serve to send out group 

updates or information Email to address individual concerns Online bulletin board for class discussion

Parents Students Parents Students Parents Students

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 0.7 1.0 0.7 0.9 0.5 0.9 0.6 0.9 0.6 0.7 0.5 0.6

School instructional level

Elementary ..................................................................................... 0.9 1.3 0.7 1.1 0.7 1.3 0.7 1.1 0.7 0.9 0.7 0.8

Secondary ...................................................................................... 1.0 1.9 1.3 1.6 0.7 1.1 1.2 1.6 1.0 1.2 0.8 1.3

School enrollment size

Less than 300 ................................................................................. 2.0 2.6 1.3 2.4 1.7 2.5 1.4 2.4 1.7 1.6 1.3 0.9

300 to 999 ...................................................................................... 0.8 1.1 0.8 1.0 0.8 1.2 0.7 1.1 0.7 0.8 0.6 0.8

1,000 or more ................................................................................. 1.2 2.2 1.4 2.0 0.8 1.5 1.4 2.0 1.2 1.4 1.2 1.5

Community type

City ................................................................................................ 1.4 2.6 1.4 2.0 1.3 2.1 1.3 2.1 1.3 1.6 1.4 1.3

Suburban ........................................................................................ 1.3 1.6 1.0 1.6 0.9 1.6 1.1 1.4 1.0 1.2 0.8 1.2

Town .............................................................................................. 1.5 2.4 1.6 2.4 1.1 1.9 1.8 2.4 1.6 1.8 1.4 1.6

Rural .............................................................................................. 1.0 1.5 1.3 1.5 1.1 1.6 0.9 1.8 1.0 1.1 0.8 0.9

Percent of students in the school eligible for free or reducedprice lunch

Less than 35 percent ...................................................................... 0.9 1.6 1.1 1.5 0.5 0.9 1.0 1.7 1.0 1.2 0.8 1.1

35 to 49 percent ............................................................................. 2.2 2.3 1.8 1.8 1.4 1.7 1.5 2.0 1.1 1.7 1.0 1.6

50 to 74 percent ............................................................................. 1.3 1.8 1.5 1.5 1.4 1.8 1.2 1.7 1.2 1.5 0.8 0.9

75 percent or more ......................................................................... 1.9 2.5 1.3 1.9 1.6 2.6 1.3 2.2 1.5 1.8 1.3 1.6

Main teaching assignment 

General education in self-contained classroom .............................. 1.1 1.5 0.8 1.1 1.1 1.6 0.8 1.2 0.9 0.9 0.8 0.7

Mathematics/computer science, science ........................................ 1.5 2.0 1.6 2.0 1.0 1.5 1.8 1.9 1.5 1.7 1.1 1.6

Other academic subject................................................................... 1.3 2.0 1.6 2.0 1.0 1.6 1.4 2.0 1.4 1.7 1.1 1.4

Special education, English as a second language............................ 2.0 3.5 2.4 2.1 1.7 3.6 2.2 2.8 2.0 2.2 1.4 1.8

Other assignment ............................................................................ 1.9 2.3 1.8 2.3 1.8 2.1 2.0 2.3 1.8 1.7 1.6 1.5

Elementary/secondary teaching experience 

3 or fewer years ............................................................................. 1.9 2.7 1.4 1.7 1.3 2.3 1.5 2.2 1.5 1.7 1.4 1.8

4 to 9 years ..................................................................................... 1.4 1.8 1.4 1.4 1.0 1.6 1.3 1.4 1.0 1.5 0.8 1.4

10 to 19 years ................................................................................. 0.8 1.6 0.9 1.5 0.9 1.5 1.1 1.6 1.1 1.1 0.9 1.0

20 or more years ............................................................................ 1.4 2.0 1.2 1.5 1.1 1.6 1.1 1.7 1.2 1.3 1.1 1.0

See notes at end of table. 
A-14

Table 8a. Standard errors for the percent of teachers reporting how frequently they use various modes of technology to communicate with 

parents or students, by school and teacher characteristics: 2009—Continued 

Characteristic

Course or teacher web page Course or teacher blog Instant messaging

Parents Students Parents Students Parents Students

Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often Rarely

Sometimes or 

often

All public school teachers ........................................ 0.7 1.2 0.6 1.1 0.5 0.6 0.5 0.5 0.5 0.5 0.4 0.3

School instructional level

Elementary ..................................................................................... 0.8 1.5 0.7 1.4 0.7 0.7 0.5 0.6 0.6 0.7 0.5 0.4

Secondary ...................................................................................... 1.1 1.8 0.9 1.5 1.0 1.1 0.9 0.9 0.9 0.8 0.6 0.6

School enrollment size

Less than 300 ................................................................................. 1.9 3.0 1.9 2.7 1.5 1.3 1.2 1.1 1.6 1.2 0.8 0.6

300 to 999 ...................................................................................... 0.9 1.4 0.7 1.2 0.6 0.7 0.6 0.5 0.6 0.7 0.5 0.4

1,000 or more ................................................................................. 1.4 2.4 1.1 2.0 1.1 1.4 1.0 1.4 1.0 0.9 0.7 0.7

Community type

City ................................................................................................ 1.7 2.1 1.5 1.9 1.0 1.0 0.9 0.7 1.1 1.3 0.9 0.9

Suburban ........................................................................................ 1.1 1.9 1.0 1.7 0.9 1.0 0.7 1.1 0.7 0.7 0.5 0.5

Town .............................................................................................. 1.5 3.0 1.3 2.7 1.0 1.3 0.8 0.9 1.0 1.8 1.4 0.8

Rural .............................................................................................. 1.3 2.0 1.1 1.8 0.9 1.0 0.7 0.7 0.9 1.0 0.6 0.7

Percent of students in the school eligible for free or reducedprice lunch

Less than 35 percent ...................................................................... 1.0 1.7 0.9 1.6 0.7 1.0 0.6 1.0 0.7 0.6 0.5 0.4

35 to 49 percent ............................................................................. 1.6 2.6 2.0 2.6 1.2 1.0 1.2 0.9 1.1 1.1 0.9 0.8

50 to 74 percent ............................................................................. 1.5 2.1 1.3 1.8 1.1 1.0 0.9 0.8 1.1 1.2 0.7 0.7

75 percent or more ......................................................................... 1.6 2.5 1.3 2.3 1.2 1.5 1.1 0.9 1.3 1.6 0.9 0.9

Main teaching assignment 

General education in self-contained classroom .............................. 1.1 1.8 0.8 1.8 0.8 0.8 0.7 0.4 0.7 0.9 0.5 0.5

Mathematics/computer science, science ........................................ 1.7 2.7 1.3 2.4 1.2 1.0 1.3 1.0 1.1 0.9 0.9 0.9

Other academic subject................................................................... 1.2 2.1 1.3 2.1 1.2 1.3 0.9 1.2 0.9 1.0 0.8 0.6

Special education, English as a second language............................ 2.5 3.5 1.9 2.4 1.8 2.0 1.4 1.5 1.7 1.6 1.0 1.3

Other assignment ............................................................................ 1.8 2.8 1.5 2.6 1.6 1.5 1.3 1.4 1.4 1.5 1.3 0.9

Elementary/secondary teaching experience 

3 or fewer years ............................................................................. 1.8 2.0 1.5 2.0 1.3 1.3 0.8 1.1 1.2 0.9 0.6 0.8

4 to 9 years ..................................................................................... 1.1 1.9 1.2 1.6 1.0 1.0 0.8 1.0 0.9 0.9 0.6 0.6

10 to 19 years ................................................................................. 1.2 2.1 1.1 1.7 1.0 1.1 0.8 0.8 0.8 1.0 0.7 0.6

20 or more years ............................................................................ 1.4 1.9 1.0 1.7 1.0 1.0 1.0 0.8 1.1 1.0 0.9 0.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-15

Table 9a. Standard errors for the percent of teachers reporting the extent to which various kinds of education and training prepared them to 

make effective use of educational technology for instruction, by school and teacher characteristics: 2009 

Characteristic

Undergraduate teacher 

education program

Graduate teacher 

education program

Professional 

development activities

Training provided by 

staff responsible for 

technology support 

and/or integration 

at the school Independent learning

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

Not 

applicable

Not 

applicable

Moderate or 

major extent

Not 

applicable

Moderate or 

major extent

Not 

applicable

All public school teachers ........................................ 0.7 0.7 0.9 0.8 0.4 1.1 0.4 1.0 0.3 0.9

School instructional level

Elementary ................................................................. 0.8 1.0 1.3 1.3 0.4 1.5 0.6 1.5 0.3 1.2

Secondary .................................................................. 1.3 1.1 1.5 1.1 0.6 1.5 0.5 1.4 0.6 1.1

School enrollment size

Less than 300 ............................................................. 2.7 2.1 2.7 2.7 1.1 2.4 1.5 2.8 1.0 2.2

300 to 999 .................................................................. 1.0 1.1 1.3 1.2 0.4 1.4 0.5 1.5 0.4 1.2

1,000 or more ............................................................. 1.6 1.3 1.6 1.4 0.6 1.7 0.7 1.7 0.6 1.4

Community type

City ............................................................................ 1.5 2.0 1.7 1.9 0.8 2.3 1.0 2.4 0.6 1.6

Suburban .................................................................... 1.4 1.3 1.5 1.5 0.6 1.8 0.8 1.9 0.5 1.7

Town .......................................................................... 2.0 2.0 2.8 2.9 0.9 2.4 0.8 2.5 0.5 2.0

Rural .......................................................................... 1.1 1.5 1.5 1.4 0.6 2.1 0.6 1.7 0.6 1.4

Percent of students in the school eligible for free 

or reduced-price lunch

Less than 35 percent .................................................. 1.2 1.2 1.4 1.3 0.4 1.4 0.6 1.6 0.4 1.4

35 to 49 percent ......................................................... 2.2 2.0 2.4 2.7 0.9 2.7 0.7 2.4 0.6 1.9

50 to 74 percent ......................................................... 1.6 1.7 2.0 1.6 0.8 2.1 1.1 1.6 0.7 1.6

75 percent or more ..................................................... 1.8 2.6 2.4 2.4 0.9 2.6 1.1 2.6 0.8 1.9

Main teaching assignment 

General education in self-contained classroom .......... 1.2 1.5 1.4 1.6 0.5 1.9 0.6 2.0 0.5 1.6

Mathematics/computer science, science .................... 1.7 1.7 1.8 1.9 1.0 1.9 0.8 2.2 0.6 1.5

Other academic subject............................................... 2.0 1.7 1.8 1.6 0.7 1.8 0.8 1.7 0.7 1.5

Special education, English as a second language........ 2.6 2.5 2.5 2.9 1.4 2.9 1.7 2.8 1.1 2.5

Other assignment ........................................................ 2.1 2.3 2.6 2.2 1.0 2.0 1.1 2.8 1.0 2.2

Elementary/secondary teaching experience 

3 or fewer years ......................................................... 1.9 2.3 2.3 2.4 1.4 2.8 1.4 2.3 0.9 2.0

4 to 9 years ................................................................. 1.2 1.7 1.5 1.7 0.6 2.1 0.6 1.7 0.5 1.3

10 to 19 years ............................................................. 1.2 1.3 1.5 1.6 0.5 1.9 0.6 1.7 0.5 1.4

20 or more years ........................................................ 1.7 1.0 1.6 1.6 0.6 1.8 0.7 1.8 0.6 1.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-16

Table 10a. Standard errors for the percentage distribution of teachers reporting the number of hours spent in professional development 

activities for educational technology during the last 12 months, by school and teacher characteristics: 2009 

Characteristic

Time spent in professional development activities for educational technology

None 1–8 hours 9–16 hours 17–32 hours 33 hours or more

All public school teachers .................................................................................................................. 0.6 0.7 0.8 0.5 0.5

School instructional level

Elementary ................................................................................................................................................ 0.8 1.1 1.0 0.7 0.8

Secondary ................................................................................................................................................. 0.9 1.4 1.1 0.8 0.7

School enrollment size

Less than 300 ............................................................................................................................................ 1.9 2.7 2.6 1.4 0.9

300 to 999 ................................................................................................................................................. 0.8 1.0 0.9 0.7 0.7

1,000 or more ............................................................................................................................................ 1.3 1.8 1.3 0.9 1.0

Community type

City ........................................................................................................................................................... 1.7 2.2 1.5 1.2 1.0

Suburban ................................................................................................................................................... 1.1 1.7 1.2 1.0 1.1

Town ......................................................................................................................................................... 1.5 2.4 2.3 2.0 1.0

Rural ......................................................................................................................................................... 1.2 1.9 1.5 0.9 0.8

Percent of students in the school eligible for free or reduced-price lunch

Less than 35 percent ................................................................................................................................. 1.0 1.3 1.2 0.8 0.7

35 to 49 percent ........................................................................................................................................ 1.8 2.1 1.5 1.4 1.1

50 to 74 percent ........................................................................................................................................ 1.3 1.9 1.6 1.0 0.9

75 percent or more .................................................................................................................................... 1.7 2.1 2.0 1.4 1.4

Main teaching assignment 

General education in self-contained classroom ......................................................................................... 1.2 1.6 1.3 0.9 1.0

Mathematics/computer science, science ................................................................................................... 1.1 1.8 1.7 1.4 1.0

Other academic subject.............................................................................................................................. 1.3 1.9 1.3 1.2 1.1

Special education, English as a second language....................................................................................... 1.8 3.2 2.4 1.6 1.8

Other assignment ....................................................................................................................................... 1.9 2.7 1.8 1.6 1.6

Elementary/secondary teaching experience 

3 or fewer years ........................................................................................................................................ 1.7 2.3 1.9 1.8 1.1

4 to 9 years ................................................................................................................................................ 1.1 2.0 1.6 1.1 1.0

10 to 19 years ............................................................................................................................................ 1.0 1.5 1.3 0.8 0.8

20 or more years ....................................................................................................................................... 1.4 1.8 1.7 1.0 1.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06. 
A-17

Table 11a. Standard errors for the percentage distribution of teachers who reported participating in professional development activities for 

educational technology during the last 12 months reporting agreement or disagreement with various statements about those 

activities, by school and teacher characteristics: 2009 

Characteristic

It met my goals and needs

It supported the goals and 

standards of my state, 

district, and school

It applied to technology 

available in my school

It was available at 

convenient times and places

Disagree Agree Disagree Agree Disagree Agree Disagree Agree

All public school teachers ................................................................................ 0.8 0.8 0.7 0.7 0.7 0.7 0.8 0.8

School instructional level

Elementary ............................................................................................................ 1.0 1.0 1.0 1.0 0.8 0.8 1.1 1.1

Secondary ............................................................................................................. 1.4 1.4 1.0 1.0 1.5 1.5 1.0 1.0

School enrollment size

Less than 300 ........................................................................................................ 2.4 2.4 2.1 2.1 2.1 2.1 2.4 2.4

300 to 999 ............................................................................................................. 1.0 1.0 0.9 0.9 0.9 0.9 1.1 1.1

1,000 or more ........................................................................................................ 1.4 1.4 1.3 1.3 1.7 1.7 1.1 1.1

Community type

City ....................................................................................................................... 1.7 1.7 1.7 1.7 1.6 1.6 1.8 1.8

Suburban ............................................................................................................... 1.4 1.4 1.2 1.2 1.0 1.0 1.2 1.2

Town ..................................................................................................................... 2.0 2.0 1.7 1.7 1.8 1.8 2.5 2.5

Rural ..................................................................................................................... 1.5 1.5 1.3 1.3 1.2 1.2 1.4 1.4

Percent of students in the school eligible for free or reduced-price lunch

Less than 35 percent ............................................................................................. 1.3 1.3 1.0 1.0 1.2 1.2 1.0 1.0

35 to 49 percent .................................................................................................... 1.9 1.9 1.8 1.8 1.9 1.9 1.9 1.9

50 to 74 percent .................................................................................................... 1.8 1.8 1.3 1.3 1.3 1.3 1.6 1.6

75 percent or more ................................................................................................ 1.6 1.6 1.6 1.6 1.6 1.6 1.8 1.8

Main teaching assignment 

General education in self-contained classroom ..................................................... 1.3 1.3 1.3 1.3 1.2 1.2 1.4 1.4

Mathematics/computer science, science ............................................................... 1.6 1.6 1.3 1.3 1.5 1.5 1.6 1.6

Other academic subject.......................................................................................... 1.6 1.6 1.5 1.5 1.4 1.4 2.0 2.0

Special education, English as a second language................................................... 2.0 2.0 2.2 2.2 2.1 2.1 2.0 2.0

Other assignment ................................................................................................... 2.0 2.0 1.5 1.5 1.7 1.7 2.0 2.0

Elementary/secondary teaching experience 

3 or fewer years .................................................................................................... 2.1 2.1 1.8 1.8 1.9 1.9 2.2 2.2

4 to 9 years ............................................................................................................ 1.5 1.5 1.2 1.2 1.5 1.5 1.5 1.5

10 to 19 years ........................................................................................................ 1.3 1.3 1.2 1.2 1.2 1.2 1.5 1.5

20 or more years ................................................................................................... 1.5 1.5 1.1 1.1 1.0 1.0 1.4 1.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of Educational Technology in U.S. Public Schools,‖ FRSS 

95, 2009; and Common Core of Data, ―Public Elementary/Secondary School Universe Survey,‖ 2005–06.
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B-1 

Appendix B 

Technical Notes
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B-3 

Technical Notes 

Fast Response Survey System 

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education 

Statistics (NCES), U.S. Department of Education. FRSS is designed to collect issue-oriented data within a 

relatively short time frame. FRSS collects data from state education agencies, local education agencies, public 

and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal 

burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of 

about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents 

per survey) so that data collection can be completed quickly. Reported data are weighted to produce national 

estimates of the sampled education sector. The sample size permits limited breakouts by classification 

variables. However, as the number of categories within the classification variables increases, the sample size 

within categories decreases, which results in larger sampling errors for the breakouts by classification 

variables. 

Sample Design 

The sample for the FRSS 2009 teacher survey on educational technology consisted of 4,133 teachers from 

public schools in the 50 states and the District of Columbia. This survey was one of three related FRSS 

surveys conducted under a nested design involving a sample of schools, districts that administer the sampled 

schools, and teachers within the sampled schools. The selection of teachers included two stages. 

For the first stage, a nationally representative sample of 2,005 regular U.S. public schools was selected from 

the 2005–06 NCES Common Core of Data (CCD) Public School Universe file, which was the most current file 

available at the time of selection. The sampling frame included 85,719 regular schools. Excluded from the 

sampling frame were schools with a high grade of prekindergarten or kindergarten and ungraded schools, 

along with special education, vocational, and alternative/other schools; schools outside the 50 states and the 

District of Columbia; and schools with zero or missing enrollment. The public school sampling frame was 

stratified by level (elementary or secondary/combined), categories of enrollment size, and categories for 

percent of students eligible for free/reduced-price lunch. Schools in the frame were then sorted by type of 

locale7

 and region to induce additional implicit stratification. 

For the second stage, a nationally representative sample of teachers was selected from lists provided by 

participating schools. The sampling frame included full-time teachers teaching at least one regularly scheduled 

class (other than physical education) in grades K through 12. Excluded from the sampling frame were 

administrators, counselors, advisors, and social workers (even if they also taught); teachers who taught only 

physical education; substitute, itinerant, part-time, and preschool teachers; teacher’s aides; and unpaid 

volunteers. An average of two to three teachers was randomly selected from each participating school at rates 

that varied by instructional level of the school. 

Data Collection and Response Rates 

Data collection for the study was conducted in two stages. The first stage was the collection of teacher 

sampling lists, which coincided with data collection for the school survey.8 Materials for the study were 

 

7

 The metro-centric locale variable from 2005–06 CCD was used in sampling. Estimates presented by Community type in this report are based 

on the urban-centric locale variable discussed further in the Definitions of Analysis Variables section of this report. 

8

 Although collection of school surveys and collection of teacher sampling lists were conducted together, a school could choose to participate in 

one survey but not the other (i.e., to complete the school questionnaire but not provide a teacher sampling list, or vice versa). 
B-4 

mailed to the principal of each sampled school in September 2008. The materials introduced the study and 

requested that a list of eligible teachers be provided by mail or fax. The package included instructions for 

preparing the list and a form to be returned with the list of teachers. For confidentiality reasons, this form did 

not include the name of the survey or the name of the school. It contained a random ID number that allowed 

authorized staff to identify the school. Telephone follow-up for nonresponse and clarification of information 

on the lists was initiated in early October 2008 and completed in April 2009.

Of the 2,005 schools in the sample, 56 were found to be ineligible for the survey because they were closed, 

merged, or did not meet the eligibility requirements for inclusion (e.g., they were special education, vocational, 

or alternative schools). This left a total of 1,949 eligible schools in the sample. Teacher sampling lists were 

received from 1,563 schools, or 80 percent of the eligible schools. The weighted list collection response rate 

was 81 percent.9 

For the second stage of collection, questionnaires and cover letters for the teacher survey were mailed to 

sampled teachers at their school addresses. Sampling and mailing was conducted in batches, as teacher lists 

were collected and processed, beginning in January 2009 and ending in April 2009. Respondents were offered 

the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data 

clarification was initiated in early February 2009 and completed in July 2009. 

Of the 4,133 teachers in the sample, 150 were found to be ineligible for the survey because they did not meet 

the eligibility requirements for inclusion (e.g., they were physical education, substitute, itinerant, part-time, or 

preschool teachers). This left a total of 3,983 eligible teachers in the sample. Completed questionnaires were 

received from 3,159 teachers, or 79 percent of the eligible teachers in the sample (table B-1). The weighted 

teacher response rate was 79 percent.10

 Of the teachers who completed the survey, 63 percent completed it by 

Web, 33 percent completed it by mail, 4 percent completed it by fax, and 1 percent completed it by telephone. 

The weighted number of eligible teachers in the survey represents the estimated universe of full-time teachers 

teaching at least one regularly scheduled class (other than physical education) in grades K through 12 in 

regular public schools in the 50 states and the District of Columbia.11

 

Table B-1. Number and percent of responding teachers in the study sample, and estimated number 

and percent of teachers the sample represents, by school and teacher characteristics: 2009 

Characteristic

Respondent sample (unweighted) National estimate (weighted)

Number Percent Number Percent

All public school teachers .............................................. 3,159 100 2,396,300 100

School instructional level1

Elementary ....................................................................... 1,784 56 1,541,900 64

Secondary ........................................................................ 1,286 41 804,600 34

School enrollment size

Less than 300 ................................................................... 382 12 237,200 10

300 to 999 ........................................................................ 1,923 61 1,516,100 63

1,000 or more ................................................................... 854 27 643,000 27

Community type

City .................................................................................. 678 21 570,200 24

Suburban .......................................................................... 1,069 34 915,700 38

Town ................................................................................ 450 14 310,100 13

Rural ................................................................................ 962 30 600,200 25

See notes at end of table. 

 

9

 The weighted list collection response rate was calculated without nonresponse adjustment. 

10 The weighted teacher response rate was calculated using a base weight that included the school-level and teacher-level base weights but did not 

include the school or teacher nonresponse adjustments. 

11 For more details about the development of survey weights, see the section of this report on Sampling Errors. 
B-5 

Table B-1. Number and percent of responding teachers in the study sample, and estimated number 

and percent of teachers the sample represents, by school and teacher characteristics: 

2009—Continued 

Characteristic

Respondent sample (unweighted) National estimate (weighted)

Number Percent Number Percent

Percent of students in the school eligible for 

free or reduced-price lunch

Less than 35 percent ........................................................ 1,295 41 966,100 40

35 to 49 percent ............................................................... 523 17 368,800 15

50 to 74 percent ............................................................... 792 25 589,500 25

75 percent or more ........................................................... 549 17 471,900 20

Main teaching assignment

General education in self-contained classroom ................ 1,030 33 866,600 36

Mathematics/computer science, science ........................... 638 20 445,000 19

Other academic subject2................................................... 736 23 526,500 22

Special education, English as a second language ............. 303 10 241,400 10

Other assignment3 ............................................................ 452 14 316,900 13

Elementary/secondary teaching experience

3 or fewer years ............................................................... 476 15 361,800 15

4 to 9 years ....................................................................... 830 26 629,200 26

10 to 19 years ................................................................... 982 31 734,800 31

20 or more years .............................................................. 871 28 670,500 28

1 Data for combined schools (those with both elementary and secondary grades) are included in the totals and in analyses by other school 

characteristics but are not shown separately. 

2 Other academic subjects include English/language arts, foreign languages, and social sciences/social studies. 

3

 Other assignments include arts and music; health/physical education; vocational, career, or technical education; and other (respondent 

asked to specify). 

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of 

Educational Technology in U.S. Public Schools,‖ FRSS 95, 2009; and Common Core of Data, ―Public Elementary/Secondary School 

Universe Survey,‖ 2005–06.

Imputation for Item Nonresponse

Although item nonresponse for key items was very low, missing data were imputed for the items with a 

response rate of less than 100 percent (table B-2).12 The missing items included both numerical data such as 

the number of computers in the classroom every day, as well as categorical data such as whether LCD 

projectors are available for teachers to use in the classroom every day. The missing data were imputed using a 

―hot-deck‖ approach to obtain a ―donor‖ teacher from which the imputed values were derived. Under the hotdeck approach, a donor teacher that matched selected characteristics of the teacher with missing data (the 

recipient) was identified. The matching characteristics included characteristics of the school and district in 

which the teacher worked. These included categories of district enrollment size, instructional level of the 

school, categories of school enrollment size, locale, categories for percent of students in the school eligible for 

free or reduced-price lunch, the average number of computers per classroom in the school, and whether there 

were full-time technology staff in the school. In addition, relevant teacher questionnaire items were used to 

form appropriate imputation groupings. Once a donor was found, it was used to obtain the imputed values for 

the teacher with missing data. For categorical items, the imputed value was simply the corresponding value 

from the donor teacher. For numerical items, an appropriate ratio (e.g., proportion of computers in the 

classroom every day that have Internet access) was calculated for the donor teacher, and this ratio was applied 

to available data (e.g., reported number of computers in the classroom every day) for the recipient teacher to 

obtain the corresponding imputed value. 

 

12 Per NCES standards, all missing questionnaire data are imputed. 
B-6 

Table B-2. Percent of cases with imputed data in the respondent sample, and percent of cases with 

imputed data the sample represents, by questionnaire item: 2009 

Questionnaire item

Respondent 

sample

(unweighted)

National 

estimate

(weighted)

Question 1: Computers in Classroom or Brought into Classroom

Q1A1 Total number of computers located in your classroom every day ....................................................... 0.16 0.18

Q1B1 Total computers that can be brought into your classroom (number generally brought in at one 

time) ................................................................................................................................................ 1.17 1.25

Q1A2 How many computers located in your classroom have Internet access? ............................................. 0.32 0.30

Q1B2 How many computers brought into your classroom have Internet access? ......................................... 1.27 1.30

Question 2: Frequency of Teachers or Students Using Computers During Instructional Time

Q2A Frequency you or your students use computers during instructional time in your classroom ............. 0.32 0.30

Q2B Frequency you or your students use computers during instructional time at other location(s) in 

your school ...................................................................................................................................... 0.13 0.14

Question 3: Technology Devices Used by Teachers

Q3A1 Is LCD or DLP projector available to you? .......................................................................................... 0.41 0.38

Q3B1 Is videoconference unit available to you? ............................................................................................ 0.79 0.85

Q3C1 Is interactive whiteboard available to you? .......................................................................................... 0.28 0.32

Q3D1 Is classroom response system available to you? ................................................................................... 0.54 0.51

Q3E1 Is digital camera (still or video) available to you? ............................................................................... 0.28 0.27

Q3F1 Is MP3 player/iPod available to you? ................................................................................................... 0.66 0.66

Q3G1 Is document camera available to you? .................................................................................................. 0.54 0.57

Q3H1 Is handheld device available to you? .................................................................................................... 0.35 0.33

Q3I1 Are other devices available to you? ...................................................................................................... 0.22 0.23

Q3A2 How frequently do you use LCD or DLP projector for instruction during your class(es)? ................ 1.58 1.54

Q3B2 How frequently do you use videoconference unit for instruction during your class(es)? ................... 0.66 0.72

Q3C2 How frequently do you use interactive whiteboard for instruction during your class(es)? ................. 1.01 1.06

Q3D2 How frequently do you use classroom response system for instruction during your class(es)? ......... 0.85 0.89

Q3E2 How frequently do you use digital camera (still or video) for instruction during your class(es)? ...... 2.18 2.17

Q3F2 How frequently do you use MP3 player/iPod for instruction during your class(es)? .......................... 0.82 0.84

Q3G2 How frequently do you use document camera for instruction during your class(es)? ......................... 0.70 0.79

Q3H2 How frequently do you use handheld devices for instruction during your class(es)? ......................... 0.38 0.40

Q3I2 How frequently do you use other devices for instruction during your class(es)? ................................ 0.19 0.21

Question 4: Use of School or District Network for Activities

Q4A Use school or district network for: entering or viewing grades ........................................................... 0.13 0.13

Q4B Use school or district network for: entering or viewing attendance records ....................................... 0.09 0.08

Q4C Use school or district network for: administering assessments ............................................................ 0.28 0.31

Q4D Use school or district network for: entering or viewing results of student assessments ..................... 0.25 0.26

Q4E Use school or district network for: entering or viewing IEPs .............................................................. 0.28 0.26

Question 5: Remote Access to Computer Applications

Q5A Use remote access to: school email ...................................................................................................... 0.06 0.07

Q5B Use remote access to: documents on the school/district server ........................................................... 0.13 0.13

Q5C Use remote access to: student data ....................................................................................................... 0.19 0.24

Q5D Use remote access to: school/district software applications ................................................................ 0.25 0.28

Question 6: Types of Software and Internet Sites Used for Instructional and Administrative Purposes

Q6A Use for classroom prep, instruction, admin: word processing software .............................................. 0.19 0.22

Q6B Use for classroom prep, instruction, admin: database management software ..................................... 0.57 0.60

Q6C Use for classroom prep, instruction, admin: spreadsheets and graphing programs ............................. 0.28 0.32

Q6D Use for classroom prep, instruction, admin: software for managing student records .......................... 0.25 0.25

See notes at end of table. 
B-7 

Table B-2. Percent of cases with imputed data in the respondent sample, and percent of cases with 

imputed data the sample represents, by questionnaire item: 2009—Continued 

Questionnaire item

Respondent 

sample

(unweighted)

National 

estimate

(weighted)

Q6E Use for classroom prep, instruction, admin: software for desktop publishing .................................... 0.28 0.27

Q6F Use for classroom prep, instruction, admin: graphics, image-editing software ................................... 0.28 0.23

Q6G Use for classroom prep, instruction, admin: software for making presentations ................................. 0.13 0.15

Q6H Use for classroom prep, instruction, admin: software for administering tests ..................................... 0.32 0.29

Q6I Use for classroom prep, instruction, admin: simulation and visualization programs .......................... 0.41 0.48

Q6J Use for classroom prep, instruction, admin: drill/practice programs/tutorials .................................... 0.16 0.16

Q6K Use for classroom prep, instruction, admin: subject-specific programs .............................................. 0.47 0.49

Q6L Use for classroom prep, instruction, admin: the Internet ..................................................................... 0.35 0.39

Q6M Use for classroom prep, instruction, admin: blogs and/or wikis .......................................................... 0.51 0.47

Q6N Use for classroom prep, instruction, admin: social networking websites ............................................ 0.35 0.33

Q6O Use for classroom prep, instruction, admin: other applications ........................................................... 0.03 0.02

Question 7: Students’ Use of Educational Technology to Perform Activities

Q7A Students use educational technology to: prepare written text .............................................................. 0.25 0.25

Q7B Students use educational technology to: create or use graphics or visual displays ............................. 0.22 0.21

Q7C Students use educational technology to: learn or practice basic skills ................................................. 0.22 0.20

Q7D Students use educational technology to: conduct research .................................................................. 0.22 0.22

Q7E Students use educational technology to: correspond with others via email, network, or Internet ...... 0.51 0.47

Q7F Students use educational technology to: contribute to blogs or wikis ................................................. 0.51 0.47

Q7G Students use educational technology to: use social networking websites ............................................ 0.63 0.65

Q7H Students use educational technology to: solve problems, analyze data, or perform calculations ....... 0.38 0.41

Q7I Students use educational technology to: conduct experiments or perform measurements .................. 0.47 0.44

Q7J Students use educational technology to: develop and present multimedia presentations .................... 0.41 0.41

Q7K Students use educational technology to: create art, music, movies, or webcasts ................................ 0.35 0.34

Q7L Students use educational technology to: develop or run demonstrations, models, or simulations ...... 0.51 0.53

Q7M Students use educational technology to: design and produce a product .............................................. 0.38 0.36

Q7N Students use educational technology to: perform other activities ........................................................ 0.22 0.22

Question 8: Communication with Parents and Students Using Technology

Q8A1 Communicate with parents using: email or list-serve to send out group updates or information ....... 0.38 0.37

Q8B1 Communicate with parents using: email to address individual concerns ............................................ 0.28 0.28

Q8C1 Communicate with parents using: online bulletin board for class discussion ..................................... 0.35 0.33

Q8D1 Communicate with parents using: course or teacher web page ........................................................... 0.51 0.54

Q8E1 Communicate with parents using: course or teacher blog .................................................................... 0.44 0.45

Q8F1 Communicate with parents using: instant messaging ........................................................................... 0.44 0.43

Q8A2 Communicate with students using: email or list-serve to send out group updates or information ...... 1.33 1.34

Q8B2 Communicate with students using: email to address individual concerns ........................................... 1.46 1.49

Q8C2 Communicate with students using: online bulletin board for class discussion .................................... 1.46 1.45

Q8D2 Communicate with students using: course or teacher web page .......................................................... 1.58 1.60

Q8E2 Communicate with students using: course or teacher blog .................................................................. 1.58 1.63

Q8F2 Communicate with students using: instant messaging ......................................................................... 1.49 1.43

See notes at end of table. 
B-8 

Table B-2. Percent of cases with imputed data in the respondent sample, and percent of cases with 

imputed data the sample represents, by questionnaire item: 2009—Continued 

Questionnaire item

Respondent 

sample

(unweighted)

National 

estimate

(weighted)

Question 9: Preparation and Training for Using Educational Technology for Instruction

Q9A Prepared you to use educational technology for instruction: undergraduate teacher education 

program ........................................................................................................................................... 0.47 0.46

Q9B Prepared you to use educational technology for instruction: graduate teacher education program .... 0.51 0.49

Q9C Prepared you to use educational technology for instruction: professional development activities ..... 0.41 0.41

Q9D Prepared you to use educational technology for instruction: training from technology support 

and/or integration staff at your school ............................................................................................ 0.35 0.34

Q9E Prepared you to use educational technology for instruction: independent learning ............................ 0.47 0.48

Q9F Prepared you to use educational technology for instruction: other activity ......................................... 0.25 0.26

Question 10: Time Spent in Professional Development for Educational Technology

Q10 During last 12 months, hours spent in professional development for educational technology ........... 0.41 0.41

Question 11: Agreement or Disagreement with Statements on Professional Development

Q11A Opinion on professional development in ed tech in last 12 months: It met my goals and needs ........ 0.35 0.36

Q11B Opinion on professional development in ed tech in last 12 months: It supported the goals and 

standards of my state, district, and school ...................................................................................... 0.47 0.53

Q11C Opinion on professional development in ed tech in last 12 months: It applied to technology 

available in my school .................................................................................................................... 0.51 0.53

Q11D Opinion on professional development in ed tech in last 12 months: It was available at 

convenient times and places ........................................................................................................... 0.63 0.66

Question 14: Number of Students in Classroom

Q14 This school year, how many students, on average, do you have in your classroom at one time? ....... 0.19 0.16

Question 15: Number of Years Spent Teaching

Q15 Including this school year, how many years have you worked as an elementary or secondary 

teacher? ........................................................................................................................................... 0.13 0.12

NOTE: Data were imputed using hot-deck imputation procedures. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), ―Teachers’ Use of 

Educational Technology in U.S. Public Schools,‖ FRSS 95, 2009.

Data Reliability 

Although the Teachers’ Use of Educational Technology in U.S. Public Schools survey was designed to 

account for sampling error and to minimize nonsampling error, estimates produced from the data collected are 

subject to both types of error. Sampling error occurs because the data are collected from a sample rather than a 

census of the population, and nonsampling errors are errors that occur during the collection and processing of 

the data. 

Sampling Errors 

The responses were weighted to produce national estimates (table B-1). The weights were designed to reflect 

the variable probabilities of selection of the sampled schools and teachers and were adjusted for differential 

unit (teacher sampling list and questionnaire) nonresponse. Both list collection and questionnaire nonresponse 

weighting adjustments were made within classes defined by variables correlated with response propensity: 

instructional level (elementary or secondary/combined), categories of school enrollment size, categories for 

percent of students eligible for free or reduced-price lunch, and locale. In addition, the questionnaire 

nonresponse adjustment classes used the sampling batch as an indicator of how early or late in the field period 

the teacher lists were received for sampling. Within the final weighting classes, the base weights (i.e., the 

reciprocal of teachers’ probabilities of selection) of the responding teachers were inflated by the inverse of the 
B-9 

weighted response rate for the class. The findings in this report are estimates based on the sample selected 

and, consequently, are subject to sampling variability. General sampling theory was used to estimate the 

sampling variability of the estimates and to test for statistically significant differences between estimates. 

The standard error is a measure of the variability of an estimate due to sampling. It indicates the variability of 

a sample estimate that would be obtained from all possible samples of a given design and size. Standard errors 

are used as a measure of the precision expected from a particular sample. If all possible samples were 

surveyed under similar conditions, intervals of 1.96 standard errors below to 1.96 standard errors above a 

particular statistic would include the true population parameter being estimated in about 95 percent of the 

samples. This is a 95 percent confidence interval. For example, the estimated percent of teachers who have 

computers in the classroom every day is 96.8 percent, and the standard error is 0.3 percent (tables 1 and 1a). 

The 95 percent confidence interval for the statistic extends from [96.8 – (0.3 x 1.96)] to [96.8 + (0.3 x 1.96)], 

or from 96.2 to 97.4 percent. The 1.96 is the critical value for a statistical test at the 0.05 significance level 

(where 0.05 indicates the 5 percent of all possible samples that would be outside the range of the confidence 

interval). 

Because the data from the FRSS teacher technology survey were collected using a complex sampling design, 

the variances of the estimates from this survey (e.g., estimates of proportions) are typically different from what 

would be expected from data collected with a simple random sample. Not taking the complex sample design 

into account can lead to an underestimation of the standard errors associated with such estimates. To generate 

accurate standard errors for the estimates in this report, standard errors were computed using a technique 

known as jackknife replication. As with any replication method, jackknife replication involves constructing a 

number of subsamples (replicates) from the full sample and computing the statistic of interest for each 

replicate. The mean square error of the replicate estimates around the full sample estimate provides an 

estimate of the variance of the statistic. To construct the replications, 50 stratified subsamples of the full 

sample were created and then dropped one at a time to define 50 jackknife replicates. A computer program 

(WesVar) was used to calculate the estimates of standard errors. 

All specific statements of comparisons made in this report have been tested for statistical significance at the 

.05 level using Student’s t-statistic to ensure that the differences are larger than those that might be expected 

due to sampling variation. Adjustments for multiple comparisons were not included. Student’s t values were 

computed to test the difference between estimates with the following formula: 

2

2

2

1

1 2

se se

E E

t







where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. 

Many of the variables examined are related to one another, and complex interactions and relationships have not 

been explored. 

Nonsampling Errors 

Nonsampling error is the term used to describe variations in the estimates that may be caused by population 

coverage limitations and data collection, processing, and reporting procedures. The sources of nonsampling 

errors are typically problems like unit and item nonresponse, differences in respondents’ interpretations of the 

meaning of questions, response differences related to the particular time the survey was conducted, and 

mistakes made during data preparation. It is difficult to identify and estimate either the amount of 

nonsampling error or the bias caused by this error. To minimize the potential for nonsampling error, this study 

used a variety of procedures, including a pretest of the questionnaire with public elementary and secondary 

school teachers. The pretest provided the opportunity to check for consistency of interpretation of questions 

and definitions and to eliminate ambiguous items. The questionnaire and instructions were also extensively 

reviewed by NCES and the data requester at the Office of Educational Technology. In addition, manual and 

machine editing of the questionnaire responses was conducted to check the data for accuracy and consistency. 
B-10

Cases with missing or inconsistent items were recontacted by telephone to resolve problems. Data were keyed 

with 100 percent verification for surveys received by mail, fax, or telephone. 

One potential source of nonsampling error is nonresponse bias. NCES statistical standards and guidelines 

require a nonresponse bias analysis if the unit response rate at any stage of data collection is less than 85 

percent. For this survey, unit nonresponse occurred when an eligible sampled school did not provide a teacher 

sampling list or an eligible sampled teacher did not complete the questionnaire. The unweighted and weighted 

list collection response rates are 80 and 81 percent, respectively. The corresponding teacher response rates are 

both 79 percent, resulting in unweighted and weighted overall response rates of 64 percent and 65 percent, 

respectively. Therefore, a nonresponse bias analysis was conducted for the survey. The analysis looked for 

potential nonresponse biases and examined whether any additional weighting adjustments for nonresponse 

beyond the usual FRSS procedures should be considered. 

The analysis included an examination of the impact of school-level nonresponse (i.e., schools that did not 

provide a teacher list for sampling) and the impact of teacher-level nonresponse within responding schools. For 

each type of nonresponse, an examination of response rates by school characteristics and a comparison of the 

base-weighted distributions of characteristics for the total sample versus the respondents were conducted. 

School characteristics where the response rates varied significantly for subgroups were identified. Next, 

comparisons were made of data before and after the nonresponse adjustments were made to the weights. These 

comparisons involved distributions of respondents by school characteristics, estimates of CCD data items, and 

selected survey results. 

The analysis found that school and teacher response rates generally varied by locale, region, minority status 

(defined by percent combined enrollment of Black, Hispanic, Asian/Pacific Islander, or American 

Indian/Alaska Native students), and enrollment size of school. Teacher response rates also varied significantly 

by sampling batch, which is an indicator of how early or late in the data collection period the teacher sampling 

list was received. To compensate for the differential response rates, weight adjustments were used to derive 

adjusted teacher weights for analysis purposes. These adjustments were made in two stages. First, adjustments 

were made to the school component of the teacher weight to compensate for nonresponse during list collection. 

The nonresponse-adjusted school weights were used to compute the teacher base weights, which were then 

adjusted for teacher nonresponse. In general, such weight adjustments will reduce nonresponse bias if the 

variables used in forming the weight adjustment classes are correlated with response propensity (the 

probability that a sampled school or teacher will respond to the survey) and with the characteristics obtained 

from the survey. 

There are reasons to believe that the nonresponse-adjusted weights developed for the survey will be reasonably 

effective in reducing potential biases. First, the school-level weight adjustments removed most of the 

disparities between the weighted distributions of the responding schools and the distributions of the total 

school sample. Although some differences were not eliminated completely (i.e., by locale), the differences do 

not seem to be large enough to have a material impact on the weighted estimates derived from the survey. For 

example, for elementary schools, the mean absolute relative bias across the categories of variables included in 

the nonresponse bias analysis went from 4.8 percent before adjustment to 1.9 percent after adjustment. 

Similarly, for secondary schools, the mean absolute relative bias across all categories went from 5.3 percent 

before adjustment to 2.2 percent after adjustment. A comparison of weighted estimates of selected school-level 

characteristics available in the CCD files seems to bear this out. Except for some district-level attributes 

(which were not controlled for in the weighting process), the school-level weight adjustment procedures 

eliminated or reduced the difference between the nonresponse-adjusted estimate for the responding schools and 

the corresponding base-weighted estimate for the total sample of schools. 

Similarly, the second-stage nonresponse adjustment of the teacher weights appeared to be reasonably effective 

in reducing any residual differences between the distributions of the responding and nonresponding teachers. A 

comparison of weighted teacher estimates of selected survey items before and after nonresponse adjustment 

indicated that there generally were no significant differences between the nonresponse-adjusted estimates and 

the corresponding base-weighted estimates prior to adjustment. This suggests that much of the bias reductions 
B-11

were likely captured in the school-level nonresponse adjustments. The absence of statistically significant 

differences may also suggest that the correlation between the survey responses and the variables used in the 

weighting adjustment (which are expected to be among the most important predictors of response propensity) 

is sufficiently small that any adjustment methodology involving these variables will not have an appreciable 

impact on the weighted estimates. 

 

Although it is possible to conduct more in-depth analysis and possibly refine the weighting procedures, the 

results of this analysis suggested that any potential improvements would be modest at best. Therefore, NCES 

determined that no additional analysis or adjustments to the weights was needed. Additional information about 

the nonresponse bias analysis is available in the survey documentation for the public-use data file (NCES 

2010–043). 

 

Definitions of Analysis Variables 

Many of the school and teacher characteristics, described below, may be related to each other. For example, 

school enrollment size and community type are related, with city schools typically being larger than rural 

schools. Other relationships between these analysis variables may exist. However, this First Look report 

focuses on national estimates and bivariate relationships between the analysis variables and questionnaire 

variables rather than more complex analyses. 

School Instructional Level—This variable is based on the grades reported in question 16 on the FRSS survey 

Educational Technology in U.S. Public Schools, Fall 2008, which was conducted in coordination with the 

teacher survey using the same sample of schools. There was no item nonresponse for this question. However, 

for teachers in schools that did not complete a school survey, this variable was based on data from the 2005–06 

CCD School Universe file. Data for combined schools (those with both elementary and secondary grades as 

defined below) are included in the totals and in analyses by other school characteristics, but are not shown 

separately. Thus, data are reported for the categories below. 

Elementary school—Had grade 6 or lower and no grade higher than grade 8 

Secondary school—Had no grade lower than grade 7 and had grade 7 or higher 

School Enrollment Size—This variable indicates the total number of students enrolled in the school based on 

data from the 2005–06 CCD School Universe file. There were no missing data for the responding teachers. 

The variable was collapsed into the three categories below. 

Less than 300 students

300 to 999 students

1,000 or more students 

Community Type—This variable indicates the type of community in which the school is located, as defined 

in the 2005–06 CCD Public School Locale Code file. These codes identify the geographic status of a school 

based on a school’s physical address. This classification system is referred to as the "urban-centric" 

classification system to distinguish it from the previous "metro-centric" classification system. The urbancentric locale codes are assigned through a methodology developed by the U.S. Census Bureau’s Population 

Division in 2005. This classification system has four major locale categories—city, suburban, town, and 

rural—each of which is subdivided into three subcategories. These 12 categories are based on several key 

concepts that Census uses to define an area's urbanicity: principal city, urbanized area, and urban cluster, as 

discussed below. 

 A principal city is a city that contains the primary population and economic center of a metropolitan 

statistical area, which, in turn, is defined as one or more contiguous counties that have a "core" area with a 

large population nucleus and adjacent communities that are highly integrated economically or socially 

with the core. 
B-12

 Urbanized areas and urban clusters are densely settled "cores" of Census-defined blocks with adjacent 

densely settled surrounding areas. Core areas with populations of 50,000 or more are designated as 

urbanized areas; those with populations between 25,000 and 50,000 are designated as urban clusters. Rural 

areas are designated by Census as those areas that do not lie inside an urbanized area or urban cluster. 

The variable used in this report was based on the 12-category urban-centric locale variable from CCD and 

collapsed into the four categories below. There were no missing data for the responding teachers. 

City—Territory inside an urbanized area and inside a principal city

Suburban—Territory outside a principal city and inside an urbanized area

Town—Territory inside an urban cluster 

Rural—Territory outside an urbanized area and outside an urban cluster

Percent of Students in the School Eligible for Free or Reduced-Price Lunch—This item serves as a 

measure of the concentration of poverty at the school. This variable is based on responses to question 15 on 

the FRSS survey Educational Technology in U.S. Public Schools, Fall 2008, which was conducted in 

coordination with the teacher survey using the same sample of schools. If this information was not provided by 

the school, this variable was obtained from the 2005–06 CCD School Universe file. Data were available for all 

responding teachers from either question 15 on the school survey or CCD. The four categories used in the 

report are listed below. 

Less than 35 percent

35 to 49 percent

50 to 74 percent

75 percent or more

Main Teaching Assignment—This variable is based on responses to question 12 on the teacher survey 

questionnaire, which asks for the main teaching assignment (the field in which the teacher taught the most 

classes) this 2008–09 school year. There was no item nonresponse for this question. This variable was 

collapsed into the categories below. 

General education in self-contained classroom—Includes response category ―General education in 

self-contained classroom (definition on cover).‖ The following definition of teacher in a self-contained 

classroom was given on the cover: teaches all or most academic subjects to the same group of students 

all or most of the day. 

Mathematics/computer science, science—Includes response categories of ―Mathematics/computer 

science‖ and ―Science.‖

Other academic subject—Includes response categories of ―English/language arts,‖ ―Foreign 

languages,‖ and ―Social sciences/social studies.‖

Special education, English as a second language—Includes response categories of ―Special 

education‖ and ―English as a second language.‖ These categories were combined to group teachers 

who provide specialized services to students because they may use educational technology differently 

than other teachers, and to create a group with sufficient sample size to report findings. 

Other assignment—Includes response categories of “Arts and Music,‖ ―Health/physical education,‖ 

―Vocational, career, or technical education,‖ and ―Other (specify).‖

Elementary/Secondary Teaching Experience—This variable is based on responses to question 15 on the 

teacher survey questionnaire, which asks how many years (including this school year) the teacher worked as an 

elementary or secondary teacher, including years spent teaching full and part time and in public and private 

schools. If question 15 was not answered, this variable was imputed as described in the section above for 
B-13

Imputation for Item Nonresponse. The weighted percent that was imputed for this item was 0.12 percent. The 

categories used in the report are listed below. 

3 or fewer years 

4 to 9 years 

10 to 19 years 

20 or more years 

Definitions of Terms Used in This Report 

The following is the exact wording of the definitions that were included on the questionnaire. 

Technology: Information technology such as computers, devices that can be attached to computers 

(e.g., LCD projector, interactive whiteboard, digital camera), networks (e.g., Internet, local networks), 

and computer software. We specifically are not including non-computer technologies such as 

overhead projectors and VCRs. 

Classroom response system: Wireless system allowing a teacher to pose a question and students to 

respond using ―clickers‖ or hand-held response pads, with responses compiled on a computer. 

Document camera: Device that transmits images of 2- or 3-dimensional objects, text, or graphics to 

a computer monitor or LCD projector. 

Blogs: Websites where an individual or group creates a running log of entries that can be read by 

other users, such as in a journal. 

Wikis: Collaborative websites that allow users to freely create and edit web page content (e.g., 

Wikipedia). 

Social networking websites: Online social networks for communities of people who share interests 

and activities or who are interested in exploring the interests and activities of others (e.g., Facebook, 

MySpace). 

Teacher in a self-contained classroom: Teaches all or most academic subjects to the same group of 

students all or most of the day. 

Descriptions of the acronyms for the following were not included on the questionnaire. 

LCD projector: Liquid Crystal Display. 

DLP projector: Digital Light Processing. 

Contact Information 

For more information about the survey, contact Peter Tice, Early Childhood, International, and 

Crosscutting Studies Division, National Center for Education Statistics, Institute of Education Sciences, 

U.S. Department of Education, 1990 K Street NW, Washington, DC 20006, e-mail: peter.tice@ed.gov; 

telephone: (202) 502-7497. 
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C-1 

Appendix C 

Questionnaire
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C-3 Information Copy - Do Not Complete

U.S. DEPARTMENT OF EDUCATION FORM APPROVED 

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850–0857

WASHINGTON, D.C. 20006–5651 EXPIRATION DATE: 08/2010

TEACHERS’ USE OF EDUCATIONAL TECHNOLOGY 

IN U.S. PUBLIC SCHOOLS

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103-382). While participation in this survey is voluntary, your cooperation is critical 

to make the results of this survey comprehensive, accurate, and timely. Your answers may be used only for statistical 

purposes and may not be disclosed, or used, in identifiable form for any other purpose unless otherwise compelled by 

law. (Public Law 107-279, Education Sciences Reform Act, Section 183.) 

Definitions 

Technology: Information technology such as computers, devices that can be attached to computers (e.g., LCD projector, 

interactive whiteboard, digital camera), networks (e.g., Internet, local networks), and computer software. We specifically 

are not including non-computer technologies such as overhead projectors and VCRs. 

Classroom response system: Wireless system allowing a teacher to pose a question and students to respond using 

“clickers” or hand-held response pads, with responses compiled on a computer. 

Document camera: Device that transmits images of 2- or 3-dimensional objects, text, or graphics to a computer monitor 

or LCD projector. 

Blogs: Websites where an individual or group creates a running log of entries that can be read by other users, such as in 

a journal.

Wikis: Collaborative websites that allow users to freely create and edit web page content (e.g., Wikipedia). 

Social networking websites: Online social networks for communities of people who share interests and activities or who 

are interested in exploring the interests and activities of others (e.g., Facebook, MySpace). 

Teacher in a self-contained classroom: Teaches all or most academic subjects to the same group of students all or 

most of the day. 

IF ABOVE INFORMATION IS INCORRECT, PLEASE UPDATE DIRECTLY ON LABEL. 

Name of Person Completing This Form: ________________________________________________________________ 

Title/Position: _____________________________________________________________________________________ 

Telephone Number: ___________________________________ Email: ______________________________________ 

Best days and times to reach you (in case of questions): ___________________________________________________ 

THANK YOU. PLEASE KEEP A COPY OF THE SURVEY FOR YOUR RECORDS. 

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS OR COMMENTS, CONTACT: 

Mail: Cindy Gray (8096.15.03) Cindy Gray at Westat 

 Westat 800-937-8281, Ext. 4336 or 301-251-4336 

 1650 Research Boulevard Email: cgray@westat.com 

 Rockville, Maryland 20850-3195 

Fax: 800-254-0984 

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB 

control number. The valid OMB control number for this information collection is 1850-0857. The time required to complete this information collection is 

estimated to average 20 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving 

this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have any comments or concerns regarding the status of 

your individual submission of this form, write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006. 

FRSS 95, 01/2009
C-4 Information Copy - Do Not Complete

1. Please report the following about computers in your classroom: 

In row a, report the number of computers that are located in your classroom every day and the number of these with 

Internet access. (If none, enter 0.)

In row b, report the number of computers that can be brought into your classroom (e.g., laptops on carts) and the 

number of these that have Internet access. Indicate the number that are generally brought in at one time. (If none, 

enter 0.) 

Total 

number

Number with

Internet access

a. Located in your classroom every day.................................................. ________ ________

b. Can be brought into your classroom (e.g., laptops on carts) 

(the number that are generally brought in at one time) ....................... ________ ________

2. How frequently do you or your students use computers during instructional time in the following locations? 

For row a, only select “not available” if you have no computers in your classroom and can not bring in computers (i.e., 

you entered zeros in both questions 1a and 1b). (Circle one on each line.) 

Not 

available Never Rarely Sometimes Often

a. In your classroom .................................................................................. 1 2 3 4 5

b. Other location in your school................................................................ 1 . 2 3 4 5

3. For each of the devices below, indicate in Part 1 its availability to you. Include only devices provided by the school or 

district. (Circle one type of availability for each device.)

 For devices that are available to you (as needed or every day), indicate in Part 2 how frequently they are used for 

instruction during your class(es). Include only devices provided by the school or district.

1. Type of availability 2. Frequency of use if available

Device Not 

available 

Available 

as 

needed

In classroom 

every day Never Rarely

Sometimes Often

a. LCD or DLP projector................................................................ 1 ............ 2 3 1 2 3 4

b. Videoconference unit................................................................ 1 ............. 2 3 1 2 3 4

c. Interactive whiteboard (e.g., SMART Board, 

Activboard) ............................................................................................ 1 2 3 1 2 3 4

d. Classroom response system (definition on cover) ................................ 1 2 3 1 2 3 4

e. Digital camera (still or video)................................................................ 1 2. 3 1 2 3 4

f. MP3 player/iPod .................................................................................... 1 2 3 1 2 3 4

g. Document camera (definition on cover) ................................ 1 ................ 2 3 1 2 3 4

h. Handheld device (e.g., Palm OS, Windows CE, 

Pocket PC, BlackBerry)................................................................ 1 ......... 2 3 1 2 3 4

i. Other (specify) __________________________________________ 1 2 3 1 2 3 4

4. How frequently do you use a system on your school or district network for the following? Select “not available” if your 

school or district does not make a system on the network available to you for that activity. (Circle one on each line.) 

Not 

available Never Rarely

Sometimes Often

a. Entering or viewing grades.............................................................. 1 2 3 4 5

b. Entering or viewing attendance records.......................................... 1 2 3 4 5

c. Administering assessments............................................................. 1 2 3 4 5

d. Entering or viewing results of student assessments ....................... 1 2 3 4 5

e. Entering or viewing Individual Education Plans (IEPs) or parts of 

the IEP relevant to your interactions with the student..................... 1 2 3 4 5
C-5 Information Copy - Do Not Complete

5. How frequently do you use remote access (e.g., access from home) for the following? Select “not available” if your 

school or district does not give you remote access for that item. (Circle one on each line.)

Not 

available Never Rarely

Sometimes Often

a. Remote access to your school email .............................................. 1 2 3 4 5

b. Remote access to your documents on the school/district server.... 1 2 3 4 5

c. Remote access to student data....................................................... 1 2 3 4 5

d. Remote access to school/district software applications.................. 1 2 3 4 5

6. In general, how frequently do you use the following for classroom preparation, instruction, or administrative tasks? 

(Circle one on each line.)

Never Rarely

Sometimes Often

a. Word processing software..................................................................... 1 2 3 4

b. Database management software (e.g., Access) ................................... 1 2 3 4

c. Spreadsheets and graphing programs (e.g., Excel).............................. 1 2 3 4

d. Software for managing student records ................................................ 1 2 3 4

e. Software for desktop publishing ............................................................ 1 2 3 4

f. Graphics, image-editing software (e.g., Photoshop, KidPix)................. 1 2 3 4

g. Software for making presentations (e.g., PowerPoint, Keynote) .......... 1 2 3 4

h. Software for administering tests ............................................................ 1 2 3 4

i. Simulation and visualization programs.................................................. 1 2 3 4

j. Drill/practice programs/tutorials............................................................. 1 2 3 4

k. Subject-specific programs ..................................................................... 1 2 3 4

l. The Internet ........................................................................................... 1 2 3 4

m. Blogs and/or wikis (definitions on cover)............................................... 1 2 3 4

n. Social networking websites (definition on cover) .................................. 1 2 3 4

o. Other applications (specify)_________________________________ 1 2 3 4

7. In general, how frequently do your students perform the following activities using educational technology during 

your class(es)? Select “not applicable” for activities that do not apply to your students. (Circle one on each line.)

Not 

applicable Never Rarely

Sometimes Often

a. Prepare written text (e.g., word processing, desktop publishing) .. 1 2 3 4 5

b. Create or use graphics or visual displays (e.g., graphs, 

diagrams, pictures, maps).............................................................. 1 2 3 4 5

c. Learn or practice basic skills (e.g., reading or math skills)............. 1 2 3 4 5

d. Conduct research (e.g., Internet searching, using reference 

materials on CD-ROM)................................................................... 1 2 3 4 5

e. Correspond with others (e.g., students, teachers, experts) via 

email, network, or Internet.............................................................. 1 2 3 4 5

f. Contribute to blogs or wikis (definitions on cover).......................... 1 2 3 4 5

g. Use social networking websites (definition on cover)..................... 1 2 3 4 5

h. Solve problems, analyze data, or perform calculations.................. 1 2 3 4 5

i. Conduct experiments or perform measurements........................... 1 2 3 4 5

j. Develop and present multimedia presentations ............................. 1 2 3 4 5

k. Create art, music, movies, or webcasts ......................................... 1 2 3 4 5

l. Develop or run demonstrations, models, or simulations ................ 1 2 3 4 5

m. Design and produce a product (e.g., computer-aided 

manufacturing)................................................................................ 1 2 3 4 5

n. Other (specify) _______________________________________ 1 2 3 4 5
C-6 Information Copy - Do Not Complete

8. How frequently do you use the following to communicate with parents and students? 

(On each line, circle one response for parents in Part 1 and one response for students in Part 2.)

Communication mode

1. Parents 2. Students

Never Rarely

Sometimes Often Never RarelySometimes Often

a. Email or list-serve to send out group updates or 

information............................................................................................. 1 2 3 4 1 2 3 4

b. Email to address individual concerns................................ 1 .................... 2 3 4 1 2 3 4

c. Online bulletin board for class discussion (e.g., 

Blackboard, Moodle)................................................................ 1 2..............3 4 1 2 3 4

d. Course or teacher web page................................................................ 1 2 3. 4 1 2 3 4

e. Course or teacher blog (definition on cover)................................ 1 2 .........3 4 1 2 3 4

f. Instant messaging ................................................................ 1 ................. 2 3 4 1 2 3 4

9. To what extent has each of the following prepared you to make effective use of educational technology for instruction? 

If you did not participate in an activity, select “not applicable.” (Circle one on each line.) 

Not 

applicable

Not 

at all

Minor 

extent

Moderate 

extent

Major 

extent

a. Undergraduate teacher education program ................................1.. 2 3 4 5

b. Graduate teacher education program ........................................... 1 2 3 4 5

c. Professional development activities .............................................. 1 2 3 4 5

d. Training provided by staff responsible for technology 

support and/or integration at your school...................................... 1 2 3 4 5

e. Independent learning..................................................................... 1 2 3 4 5

f. Other (specify) ______________________________________1 ....... 2 3 4 5

10. During the last 12 months, how many hours did you spend in professional development activities for educational 

technology (e.g., workshops, courses, coordinated workgroups)? (Circle only one.) 

0 hours........................................ 1 (Skip to Q12.) 17–32 hours............................... 4

1–8 hours.................................... 2 33 hours or more ....................... 5

9–16 hours.................................. 3

11. Please indicate the extent to which you agree or disagree with the following statements as they relate to the 

professional development in educational technology that you took during the last 12 months. 

(Circle one on each line.) 

Strongly 

disagree

Somewhat 

disagree

Somewhat 

agree

Strongly

agree

a. It met my goals and needs.................................................................... 1 2 3 4

b. It supported the goals and standards of my state, district, and school. 1 2 3 4

c. It applied to technology available in my school..................................... 1 2 3 4

d. It was available at convenient times and places................................... 1 2 3 4

12. This school year, what is your main teaching assignment (the field in which you teach the most classes)? (Circle one.) 

Special education .................................................... 1 Health/physical education ....................................... 7

General education in a self-contained classroom 

(definition on cover).............................................. 2

Mathematics/computer science............................... 8

Science.................................................................... 9

Arts and Music......................................................... 3 Social sciences/social studies .................................10

English/language arts.............................................. 4 Vocational, career, or technical education ..............11

English as a second language ................................ 5 Other (specify) ___________________________ 12

Foreign languages................................................... 6

13. What grade(s) do you currently teach at this school? (Circle all that apply.) 

PK K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded

14. This school year, how many students, on average, do you have in your classroom at one time? _______ 

15. Including this school year, how many years have you worked as an elementary or secondary teacher? 

Include years spent teaching full and part time and in public and private schools. _______ Years