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Research and guidelines on schools' use of the Internet |
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Are we there yet?
Schools still face challenges in using technology to improve student achievement
School leaders today are under increasing public pressure to improve student achievement. Standards, assessments and accountability measures are in place in school districts across the nation — and the recent sweeping reauthorization of the Elementary and Secondary Education Act promises to "leave no child behind."
Yet schools are still unable to take full advantage of technology, a powerful tool for teaching and learning, according to a new survey from the National School Boards Foundation. The survey of technology decisionmakers in school districts nationwide reveals startling gaps between the promise and reality of technology use in schools.
Many school districts have made great progress in joining the digital age, the survey finds, investing heavily in computers and software and in connecting schools and classrooms to the Internet. They have taken tangible steps to narrow the digital divide between affluent and poor students. Moreover, school leaders believe online learning is a significant trend. Almost 30 percent believe that at least one in five students soon will receive a substantial portion* of their instruction over the Internet. School leaders also report strong interest in online resources that will help them satisfy the public priorities of standards, assessments and accountability.
Despite this progress, anticipation and interest, however, schools still need to overcome substantial barriers before they fully realize their return on technology investments. It's not enough to install computers and wire schools and classrooms for Internet access — although there is still plenty of work to do in this regard. Today, the focus needs to expand to how schools are using technology. Many teachers still are unprepared to integrate technology into their instruction, the survey indicates. District leaders report that the Internet remains primarily a research tool, not a forum for interactive teaching, learning, communicating or collaborating.
The findings in this survey are based on telephone interviews with technology decisionmakers in 811 school districts, including 90 of the largest 100 districts (more than 25,000 students), 398 medium-sized districts (2,500 to 24,999 students) and 323 small districts (up to 2,499 students). Technology decision-makers perform a majority of these duties:
- Manage or purchase technology used for instruction;
- Manage or purchase technology used for management and administration;
- Build or support technology or telecommunications infrastructure;
- Purchase technology, Internet and telecommunications products and services for the district; and
- Coordinate technology with curriculum.
Grunwald Associates, a leading market research firm specializing in technology, developed and managed the survey, with research assistance from Rockman et al. The survey was made possible with generous support from the Corporation for Public Broadcasting, AT&T and PLATO Learning.
Coming soon: online learning for many students
Technology decisionmakers — school leaders who manage, buy or coordinate technology for their districts — believe that technology will have a marked impact on traditional classroom teaching and learning in the near future.
Almost 30 percent of school leaders believe that at least one in five students soon will receive a substantial portion* of their instruction over the Internet. The most optimistic are urban and rural school leaders, with 31 percent and 30 percent, respectively, stating that that percentage of students will receive a substantial portion* of their classes via the Internet.
These findings may represent a sea change in education. District leaders see the potential for interactive, online learning to make up a substantial portion* of instructional time. As more schools move in this direction, the dynamic between teachers and students may change. With online learning, students can work independently, with customized instruction and at their own pace.
Still, schools have a long way to go before online learning is the norm. About 80 percent of district leaders report that the primary instructional use of the Internet is for research, including teachers' research for their lessons. Internet use in subject areas is primarily for history/social studies (76 percent) and science (58 percent).
Instruction in cyberspace
Percentage of district leaders who say that at least one in five students soon will receive a substantial portion* of their instruction via the Internet (28%)
| What percentage of students will be receiving one-third or more of their instruction online in the next three years? |
Percentage of respondents |
| None at all to 9% |
34% |
| 10% to 20% |
37% |
| 21% to 40% |
18% |
| 41% to 60% |
5% |
| 61% to 80% |
3% |
| 81% to 100% |
2% |
| Source: Grunwald Associates |
| *One-third or more of instruction in three years |
| How do district teachers use the Internet for instructional purposes? |
Percentage of respondents |
| Internet searches |
74% |
| Teacher research |
72% |
| Lesson planning |
38% |
| Demonstrations, presentations |
18% |
| Utilizing Internet services |
10% |
| Student projects |
8% |
| Student research |
7% |
| E-mail |
5% |
| Videoconferencing |
5% |
| Class Web pages |
4% |
| Student information services |
3% |
| Other (distance learning, desktop publishing) |
5% |
| Multiple responses permitted |
| Source: Grunwald Associates |
| What have you found to be the two most widely used subjects for instructional uses of the Internet? |
Percentage of respondents |
| Social studies/History |
76% |
| Science |
58% |
| Language arts |
37% |
| Math |
13% |
| Technical |
4% |
| Foreign language |
4% |
| Arts |
4% |
| Business |
4% |
| Health |
3% |
| Other (library, general, current events) |
3% |
| Multiple responses permitted |
| Source: Grunwald Associates |
Students take charge of technical support
More than half of school leaders report that students are providing technical support in their districts. Often, they are assuming major responsibilities. In 43 percent of districts, students troubleshoot for hardware, software and infrastructure problems. In 39 percent of districts, students set up equipment and wiring. In more than one-third (36 percent) of districts, students take on technical maintenance.
These findings reveal an unprecedented leadership role for students in school technology. One district leader reports that "cyberkids" with technical skills work as helpers or tutors. Another district has help desks at every school run by students who are trained by a technician. In one district, students supervise Internet use, report problems and monitor equipment. In another, students assist in network engineering — and some have earned network and software certifications in school.
Students seem to be putting their technical prowess to good use in schools, which may have insufficient time or talent on staff for technical support. In the process, they gain experience and skills through performing hands-on, authentic learning tasks, tutoring others, and contributing to effective — and creative — use of school technology. Technical support may be an arena in which students excel — and lead the way.
Students troubleshoot technical glitches
Percentage of districts reporting that students are providing technical support within their district (54%)
| Are students providing tech support in your district? |
Large districts |
Medium districts |
Small districts |
| |
Percentage of respondents |
| Yes |
61% |
53% |
54% |
| No |
38% |
46% |
45% |
| Source: Grunwald Associates |
| What are students providing for tech support in your district? |
Percentage of respondents |
| Troubleshooting problems |
43% |
| Setting-up equipment and wiring |
39% |
| Technical maintenance |
36% |
| Other (Maintaining Web site, hardware, upgrades and repair, helping other students) |
5% |
| Assisting teachers |
4% |
| Installing and maintaining software |
4% |
| Network management |
3% |
| Source: Grunwald Associates |
| Does your district provide students formal technology training? |
Percentage of respondents |
| Yes |
48% |
| No |
35% |
| Unsure |
17% |
| Source: Grunwald Associates |
New teachers unevenly prepared
Forty-three percent of district leaders surveyed rate new teachers as only "average" when it comes to their competence in integrating the Internet into their instruction. Thirty-one percent rate new teachers as "expert," and 26 percent rate them as "novice."
However, district leaders' perceptions of new teachers varied significantly, depending on the size of the district. Teachers entering the workforce in smaller districts were rated higher than teachers starting in larger districts by a two-to-one margin. District leaders in small districts report that 35 percent of teachers are experts, while district leaders in large districts report that 18 percent are experts. This sparks the question: How will schools realize their expectation that more students will use technology for interactive learning without teachers who are better prepared?
To address this challenge, schools are using technology to support teacher training. In fact, 63 percent provide Internet-based staff development. Even so, this may not be enough, given the way technology is underused for teaching and learning.
| Rate new teachers in skills and knowledge necessary to integrate the Internet into instruction. |
Large districts |
Medium districts |
Small districts |
| |
Percentage of respondents |
| Novice |
36% |
25% |
24% |
| Average |
43% |
42% |
40% |
| Above Average/Expert |
18% |
31% |
35% |
| 5-point scale with 1 and 2=Novice; 3=Average; 4 and 5=Above Average/Expert |
Schools bridging the digital divide
Education leaders recognize that schools can help bridge the digital divide. Nearly half (49 percent) of the districts surveyed provide formal technology training to all students. More than 35 percent offer computers to families at free or reduced prices.
Large districts are significantly more interested in technology equity than small districts; 88 percent of large districts rated their interest as "very" or "extremely" high, compared to 57 percent of small districts.
Funding is still a barrier to equity. Some 72 percent of large school districts say they face barriers in providing their schools with access to the Internet. About one-third of all districts cite hardware as a barrier, while 16 percent report that software is a barrier. Urban school districts are more likely to report barriers to Internet access than suburban or rural districts. Equally telling, 16 percent of all school districts surveyed report that lack of time for staff training is a barrier to providing school access to the Internet.
Still, school leaders believe federal funding has been instrumental in helping to bridge the digital divide. Seventy-one percent of district leaders cited the E-rate program and 17 percent cited the Technology Literacy Challenge Fund with funding technology and influencing Internet use in schools. (E-rate is a federal program that provides discounted telecommunications services to schools. The Technology Literacy Challenge Fund, a competitive federal program, helps states and school districts develop and implement technology plans.)
Schools help families get computers
| Are there barriers to providing Internet access to all students and teachers? |
Percentage of respondents |
| None: No barriers to Internet access |
45% |
| Lack of funding for hardware |
33% |
| Lack of funding for software |
16% |
| Lack of time to train staff |
16% |
| Lack of existing networking infrastructure |
12% |
| Other (Lack of state/community support, hidden Maintenance, need for increased bandwidth) |
6% |
| Multiple responses permitted |
| Source: Grunwald Associates |
| How important are tech equity issues in your district |
Not/
somewhat important |
Important |
Very/
extremely important |
| |
Percentage of respondents |
| Large districts |
4% |
8% |
88% |
| Medium districts |
14% |
10% |
76% |
| Small districts |
20% |
23% |
57% |
| Source: Grunwald Associates |
| What steps, if any, are your schools taking to address equity issues? |
Percentage of respondents |
| Community |
|
| Sell used/reduced/free price equipment |
36% |
| Provide adult training |
42% |
| School implementation |
|
| Provide technical training for all students |
49% |
| Equal funds and access at each school within district |
2% |
| Source: Grunwald Associates |
| Where do you think the primary source money for technology will be coming from in the next three years? |
Large Districts |
Medium Districts |
Small Districts |
| |
Percentage of Respondents |
| Federal |
29% |
20% |
20% |
| Local |
32% |
41% |
36% |
| State |
23% |
24% |
28% |
| More than one response was sometimes offered by respondents |
| Source: Grunwald Associates |
| Please name the two most important outside initiatives. |
Percentage of respondents |
| E-rate |
71% |
| State-funded initiatives |
34% |
| Technology Literacy Challenge Fund |
17% |
| State Ed. Telecommunications Networks |
10% |
| Title I |
10% |
| Multiple responses permitted
|
| Source: Grunwald Associates |
| How have the E-rate savings been used? |
Percentage of respondents |
| Networking |
42% |
| General technology fund |
20% |
| Hardware/software |
21% |
| Other (general fund, professional development) |
16% |
| N/A (unsure, no savings, not eligible) |
11% |
| Telephone service |
10% |
| Percentages of those who identified E-rate funding as an important outside initiative |
| Source: Grunwald Associates |
Technology decisions stay at the top
Despite the rapid advances in technology and the expected increase in online learning in the coming years, decisions on technology policies and budget allocations remain in the hands of a few. School leaders say the superintendent (42 percent), the school board (38 percent), and the technology director or department (18 percent) make final decisions on technology purchases and Internet use.
Parents may have more influence on technology policy and budget allocations in some districts in the future. Already, parents in large districts are more likely to influence decisionmaking than those in small districts. Thirty-two percent of school leaders in large school districts say parents influence allocation of technology funds, compared to 13 percent in small districts.
Building-level staff, principals and teachers have substantially less influence, especially in smaller districts.
Finally, school leaders want technology to support their academic priorities. They are looking for standards-based resources (64 percent), online assessment and test preparation (59 percent), standards-based report cards (50 percent), and Web-based portfolios (48 percent).
"The school board is using technology themselves more and more. As their technology knowledge increases, so does their input in district decisions."
— A school-technology leader
| Do you feel that future purchasing decisions will be more influenced by parents and school boards? |
Large
districts |
Medium
districts |
Small
districts |
| |
Percentage of Respondents |
| Yes |
42% |
42% |
43% |
| No |
48% |
50% |
48% |
| Unsure |
10% |
8% |
10% |
| Source: Grunwald Associates |
| How influential are parents in the following areas? |
Percentage of respondents |
| Getting started with the Internet |
24% |
| Planning for new technology |
16% |
| Allocation of tech funds |
16% |
| Content applications |
11% |
| 5-point scale with 4 and 5=Very and Extremely Influential
|
| Source: Grunwald Associates
|
| How influential are parents in the following areas? |
Large districts |
Medium districts |
Small districts |
| |
Percentage of respondents |
| Getting started with the Internet |
32% |
28% |
17% |
| Allocation of tech funds |
32% |
16% |
13% |
| Planning for new technologies |
26% |
15% |
14% |
| Content applications |
16% |
12% |
9% |
| 5-point scale with 4 and 5=Very or Highly Influential |
| Source: Grunwald Associates |
| Does the district provide parents a Web site to access school information? |
Percentage of respondents |
| Yes |
90% |
| No |
10% |
| Source: Grunwald Associates |
| What information is on the [district] Web sites? |
Percentage of respondents |
| Homework assignments |
36% |
| Grade books |
33% |
| Electronic report cards |
31% |
| General school information |
19% |
| Teacher information |
14% |
| Lunch menu |
12% |
| School calendar |
12% |
| Curriculum resources/references |
9% |
| Administrative task/information |
5% |
| School activities |
5% |
| General contact information |
4% |
| School board information |
4% |
| Student work information |
3% |
| Human resources |
3% |
| Other (community resources, testing, transportation, state/district information) |
5% |
| Source: Grunwald Associates |
| What percentage of schools in your district have a Web site for parents to access information on their child's school? |
Percentage of respondents |
| 81-100% |
75% |
| 61-80% |
5% |
| 41-60% |
5% |
| 21-40% |
3% |
| 11-20% |
2% |
| Source: Grunwald Associates |
Flashback to Safe & Smart
In 2000, the National School Boards Foundation released Safe & Smart, a survey of parents and children about children's use of the Internet. At the time, parents and children alike viewed the Internet as a positive force in children's lives. Parents had a balanced view of the threats and benefits presented by the Internet: While they expressed concerns about online safety, parents also said they want their children to be on the Internet learning and communicating.
Today, nine out of 10 school leaders are concerned and vigilant about online safety. Most are responding to legislative mandates and other pressures to protect children from negative influences. More than 90 percent of districts surveyed have installed filtering software. And 78 percent report that teacher supervision is a central part of their response to safety and security issues. More than two-thirds (69 percent) have installed firewalls to protect their networks. Fifty-eight percent have school honor codes for students who use the Internet.
| How concerned is your district with online safety? |
Percentage of respondents |
| Extremely concerned |
68% |
| Very concerned |
23% |
| Concerned |
7% |
| Somewhat concerned |
1% |
| Not concerned |
1% |
| Source: Grunwald Associates |
| What actions have you taken in the past year to deal with security, privacy and safety issues? |
Percentage of respondents |
| Filtering |
91% |
| Teacher supervision |
78% |
| Firewalls |
69% |
| School honor code |
58% |
| Restrict online communication |
48% |
| Acceptable use policy |
19% |
| Children's Internet Protection Act |
3% |
| Audit |
2% |
| Created security position |
2% |
| Virus alerts/upgrades |
2% |
| Multiple responses permitted |
| Source: Grunwald Associates |
Guidelines for school leaders and communities
In light of the survey findings, school leaders must consider how they can stretch the capacity of schools and educators to achieve better educational results. Here are some guidelines.
- Treat technology as an integral tool for instruction and administration — not as an add-on. Technology is not a frill, it's essential to effective instruction and school vitality.
- Use the Internet for core educational priorities that matter most to student achievement. School district leaders report strong interest in online opportunities that match federal, state and local pressures, including standards, assessments and test preparation. School decisionmakers should be informed by these priorities as they make choices. At the same time, schools should understand that they can harness the power of the Internet to create and support diverse learning communities.
- Invest significantly in professional development for school leaders and teachers. A broad theme emerging from survey results is that teachers need help incorporating the Internet into regular classroom instruction. For new and veteran teachers alike, the Internet is a new frontier — and one that many have little time or training to explore. Teachers need technology training to be able to use the Internet as an effective, interactive tool for teaching, learning and communicating. Teachers also need to be prepared to guide and assess students in different ways.
- Anticipate and plan for the changes that increased use of the Internet will bring to schools. Technology and the Internet are changing the way teachers and students interact - and ultimately, the culture of the school. These changes in roles may yield benefits for both students and teachers as they learn and explore technology — and academic subjects — together.
- Broaden community involvement in school technology policies and practices. Educators and school board members may need to look beyond the school system to find models for creative uses of technology, online learning communities and collaborative communications. One possibility: School leaders can arrange for teachers, administrators and school board members to visit local businesses to find out how the workplace is incorporating technology into daily routines. Businesses also can invite educators to corporate workshops for technical training.
Likewise, schools can open their own doors for parents and community members to use computers and the Internet — and, in the process, build community support for technology investments. Additionally, schools can involve technology users — parents, teachers, students, principals and community members — in developing technology policies and priorities.
Methodology
On behalf of Grunwald Associates, Rockman et al, conducted interviews with 811 technology decisionmakers of public school districts. Interviews took place between December 12, 2001, and February 12, 2002. Staff conducted computer-managed, 30-40 minute interviews with both open-ended and fixed-choice questions. Tabulation was conducted by Rockman et al; analysis was by Rockman et al and Grunwald Associates.
To qualify as a technology decisionmaker, a respondent had to perform a majority of the following duties:
- manage/purchase technology used for instruction;
- manage/purchase all technology used for management and administration;
- build/support technology/telecommunications infrastructure;
- purchase technology, Internet and telecom products and services for the district; and
- coordinate technology with curriculum.
Sample
Stratified random sampling was used to select districts for this study. Responses were aggregated by size of district to provide a comprehensive picture of the nation's public schools. To ensure adequate representation by district size, community type and geography, we did the following:
- Removed alternative education districts with fewer than 600 students.
- Removed districts located in Guam, Japan and the United Kingdom.
- Categorized districts by size, based on the total number of enrolled students. This yielded three categories: large, medium and small.
| Large districts: |
More than 25,000 students |
| Medium districts: |
2,500 to 24,999 students |
| Small districts: |
600 to 2,499 students |
- Included all of the large districts to capture a large group of the student population in the United States.
- Randomly sampled 50 percent of each student range to ensure adequate representation of the medium and small districts.
- Added an additional 20 percent stratified random sample of the medium districts to obtain the target of 400 completed interviews. This was necessary due to the difficulty in contacting and scheduling interviews with medium districts.
- Differences in the number of respondents resulted from some questions being added once interviewing had begun, in response to interim results from the survey itself. In addition, logic/skip patterns cause some questions to be relevant only to a subset of respondents.
Data source
Researchers sampled data from the Common Core of Data (CCD), the Department of Education's database on public elementary and secondary schools for all U.S. school districts. The CCD contains information on school districts, including administrator name, address and phone number. Statistical information is collected annually from approximately 16,000 public school districts.
| A market research report based on this survey, including detailed cross-tabulations and analysis of interest to industry, is available from Grunwald Associates at http://grunwald.com. |
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