The More We Use It the More We Love It: An Annual Survey of Teachers Suggests That Their Use of Technology Has Steadily Increased over the Years, along with the Value They Place on It (2011)

WITH EACH PASSING YEAR, teachers say that they increasingly use, rely on, and value media the and technology they have available for classroom instruction. How do we know this? PBS and Grunwald Associates have been tracking teachers' use Of media and technology for classroom instruction for eight years in a nationally representative, statistically valid study. Every year, we conduct an online survey of full-time classroom teachers in K-12 public schools and, for the past two years, in pre-K public and private schools as well. Drawn from a large national panel, the sampled population is carefully screened to represent the US teaching force in terms of geographic location, district size and prone (urban, suburban, rural), gender, years of teaching experience, and grades taught. So what is it that we know? Nearly all K-12 teachers reported in 2010 that they use some form of digital media--including interactive games, activities, lesson plans, and simulations--for classroom instruction. This is a significant increase from previous years, and in fact use of most individual forms of media and technology has been trending up over the past eight years. Currently, more than six in 10 teachers (62 percent) report that they use digital media frequently (two times a week or more) and almost one in four teachers (24 percent) report that they use digital media every day for classroom instruction. Similarly, more than 80 percent of K-12 teachers report that they use TV and video content in the classroom at least once a month--and 76 percent are accessing this traditional content by streaming or downloading it directly from the internet. [ILLUSTRATION OMITTED] Teachers also seem to be much more strategic in their use of media and technology. For example, we've seen significant increases over the years in teachers' use of short video segments, rather than entire, full-length programs. Digital technology, such as DVDs and web-based media, makes it easier for teachers to make this shift and use just the right clip. This also suggests to us that teachers are integrating media more thoroughly into content and instruction--to introduce a topic or reinforce a concept or provide differentiated support for some students, for example. Teachers also report strong preferences and affinities for specific types of technology, often tied to the grade levels they teach. Teachers of grades 4 through 6, for example, use interactive whiteboards the most, with 47 percent reporting that they use them to supplement or support their teaching. A good number of K-12 teachers (17 percent) who don't have access to interactive whiteboards say they want them. Pre-K teachers, on the other hand, use and value digital cameras more than any other device. And, while cell phones are banned in most schools, 17 percent of high school teachers say their students use personal cell phones for classroom assignments or activities. K-12 teachers at all levels see strong potential in portable technologies, including laptops, tablets and pad-like devices, and e-readers. Takeaways From Eight Year's of Survey Results The PBS annual survey captures teachers' perceptions of their use of technology as well as their attitudes about technology. The striking trend we've noticed is that, even as teachers report more technology use over the years, the extent to which they perceive its benefits and value has increased even more. Teachers report a wide array of important educational benefits that help them do their jobs better and help students engage in learning. Teachers say they value many types of digital resources, from student games and activities to information for their own professional development. (Some newer applications have enjoyed pronounced increases in teachers' perceptions of value, including student-created content and content on handheld devices.) Teachers report that digital resources stimulate student discussions, increase student motivation, and help students and teachers be more creative, among other educational benefits. …