Survey+Evaluating+K+-+8+and+9+-+12+Technology+Use

**Evaluating K – 8 and 9 – 12 Technology Surveys **

ISTE’s NET Standard for Teachers supports systemic improvements to an organization by effectively using information (2009). Teacher implementation of technology can be assessed by “collecting and analyzing data, interpreting results, and sharing findings to improve staff performance and student learning (ISTE, 2009, p.2).

Southern Lehigh School District’s Educational Technology Report (2011) frequently referred to using survey instruments to collect data. The report summarized these measures stating, “We will continue to use electronic surveys to collect data related to technology use and attitudes from all stakeholders” (SLSD, 2011, p. 52).

On March 30, 2012, the District administered a technology survey to 142 teachers throughout Southern Lehigh School District (SLSD). The data was analyzed, and some recommendations were made in the following report.

**Grades K - 8 Survey Results **

Out of 148 kindergarten through grade 8 teachers, 101 teachers participated in the technology survey—a 62% response rate. Teachers answered 25 questions on how they and their students use technology to support learning. Some questions required a yes or no answer about technology use, but the majority of questions assessed the extent of technology use. Most of the data was organized into tables according to the type of reply. In addition, some related responses were grouped together to simplify analysis.

Table1. (//n//=6) || 94% (//n//=95) || (//n//=9) || 91% (//n//=92) ||
 * Yes / No Reponses of Technology Use **
 * **Yes / No Reponses of Technology Use ** ||
 * **Response ** || **No ** || **Yes ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I actively look for new lesson plans that focus on my core content that include the use of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">30% (//n//=30) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;"> 70% (//n//=71) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I use a variety of technology in order to teach and complete other duties. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">10% (//n//=10) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">90% (//n//=91) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have created and maintain a website to provide STUDENTS a content-rich resource to use from home or school. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">27% (//n//=27) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">73% (//n//=74) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have created and maintain a website to provide PARENTS information about my classes. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">6%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I use technology to collaborate with other educators to support my own professional growth. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">9%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have dealt with issues related to cyberbullying in my classroom. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">70% (//n//=71) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">30% (//n//=30) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have taken college courses related to the integration of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">42% (//n//=42) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">58% (//n//=59) ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The first yes/no question asked if teachers “actively look for new lesson plans that focus on ... core content that include the use of technology” (Table 1). Seven out of 10 teachers actively search for these types of lessons and 3 out of 10 do not. **Analysis:** One of the goals of SLSD’s Educational Technology Report is to use technology to enrich and enhance lessons (2011, p. 4). Partnership for 21st Century Skills (P21, 2011) supports this goal by encouraging teachers to design core content lesson plans that include innovations. Although most teachers (70%) actively search for core-content materials that utilizes technology, yet 30% are not enriching their lessons. Is this because of a lack of time or for other reasons? **Recommendation:** Offer teachers Professional Development (PD) that provides resources for locating technology-rich core lessons. In addition, teachers can collaborate and share resources within their grade levels and/or subject content. Perhaps it can be investigated why so many teachers are not utilizing technology to enrich their lessons.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology use in core content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next question examined if teachers “utilized a variety of technology in order to teach and complete other duties” (Table 1). Nine out of 10 teachers utilize a variety of technology. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analysis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The District’s goal is to maximize the use of technology tools in order to enhance and enrich lessons, remediate and differentiate instruction, communicate with various stakeholders, and manage data **(**SLSD, 2011, 4).Even though 90% of teachers utilize a variety of technology to teach and complete other duties, yet, as noted in the previous response, only 70% of these same teachers took an active interest in improving core content lessons that utilize technology (Table1). Although technology, for the most part, is being well utilized to teach, it is not always used to improve or update core content lessons.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Utilize variety of software. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Concerns-Based Adoption Model (CBAM) has identified seven levels of use that can guide professional development and help with adopting change (Loucks-Horsley, 1996). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CBAM’s Levels of Use <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Level 0, None-use: The educator has no knowledge about or involvement in using technology. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Level 1, Orientation: The educator is exploring and acquiring information about a technology. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Level 2, Preparation: The educator is getting ready to use a technology for the first time. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level 3, Mechanical Use: The technology is used superficially with little reflection. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level 4a, Routine: Technology use is mastered but little effort is made to improve its use. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level 4b, Refinement: The educator varies technology use to increase the benefits. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level 5, Integration: The educator combines efforts with colleagues to improve benefits. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level 6, Renewal: The educator re-evaluates the quality of use to increase impact and explores new personal or community goals.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When using CBAM’s Levels of Use (Loucks-Horsley, 1996) to evaluate teachers in their use of technology, one can see that 90% of teachers have established //routine// use of technology (Level 4a) and 70% have //refined// their use of technology to increase its benefits (Level 4b).(See Table 1). **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Recommendation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> It would be beneficial for students to have 100% of their teachers utilizing technology in a variety of ways, but this increase in use should result in an increase in quality lessons as well. Staff training should continue to focus on teachers utilizing a variety technology that supports enriched, quality lessons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next two questions assessed teachers’ creation and use of websites. Most teachers (94%) create and maintain websites to inform and communicate with parents about their classes (Table 1). From these same teachers, 73% use their websites to provide students a content-rich resource to use at school or home (Table 1). **Analysis:** One of SLSD’s Educational Technology Report goals is for teachers to maintain and increase the use of teacher web pages to share content-rich resources with students and use them to communicate with students and parents (2011, p. 28). Websites have the potential of being more than a communication tool and become a content-rich resource tool. Although 95% //routinely// use websites to communicate (CBAM’s Level 4a), yet 73% are going beyond adequate use and use it as a content-rich tool to //benefit// students (CBAM’s Level 4b). **Recommendation:** Offer PD to create and maintain websites that not only effectively communicate with parents but also become a content-rich resource for students at school and home. Teachers who have successfully created content-rich websites can collaborate with and mentor those who have not.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class Websites for communication and rich content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question assessed if teachers “use technology to collaborate with other educators to support … professional growth” (Table 1). Nine out of ten teachers indicated they collaborate. **Analysis:** One of the goals of the Educational Technology Plan is teacher collaboration to mentor others in their use of technology and enhance their instructional strategies (SLSD, 2011, pp. 8, 28). It is also one of the goals of Partnership for 21st Century Skills and NET Standards for Teachers. Research shows that as teachers collaborate, their technology use increases ( <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Tech & Learning, 2010). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If 90% of teachers collaborate, then why are only 70% of teachers enriching their lessons and 73% creating content-rich class websites? Perhaps teachers are collaborating about other uses of technology. Another inconsistency in data is that even though it appears that 90% of teachers are at CBAM’s 5th level of integration where educators collaborate to improve benefits (Loucks-Horsley, 1996 ), yet in practice 90% of teachers //routinely// use of technology (Level 4a) and 70% have //refined// their use of technology to increase its benefits (Level 4b)(See Table 1). **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Recommendation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Continue to promote teacher collaboration to support professional growth in learning and using new technologies with the goal of increasing technology-rich lessons and content-rich websites.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher collaboration. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question evaluated if teachers have “dealt with issues related to cyberbullying” within their classrooms (Table 1). Of those surveyed, 30% indicated it is a problem. **Analysis:** No child in public school should be bullied and feel unsafe. These results are consistent with a 2012 Pew Report that indicated that 27% of children from ages 11 – 16 are bullied at least once a month ( <span style="color: #010101; font-family: 'Times New Roman','serif'; font-size: 16px;">Lenhart, 2010, slide 13). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A goal of the District’s Educational Technology Report is to enhance educational opportunities that include cyber safety (SLSD, 2011, p. 31). Federal laws—such as //Protecting Children in the 21st Century Act// //in 2008—//legislate Internet safety in schools. Schools must certify they are educating students “about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response” (FCC, 2011, p. 3). **Recommendation:** Provide PD that focuses on cyberbullying and digital citizenship. The district can continue to utilize and expand the use of iSAFE, an online cyber-safety education program. Common Sense Media is another quality program.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cyberbullying. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The last yes/no question assessed if teachers have taken “college courses related to the integration of technology” (Table 1). Fifty-eight percent of those responding indicated that have taken courses on technology integration. **Analysis:** One of the Educational Technology Report’s goals is to support integration (SLSD, 2011, pp. 5, 52, 53). Although many teachers have voluntarily taken technology integration courses, still 42% have not. As more teachers are trained to integrate technology, its use should increase. **Recommendation:** Provide PD that includes <span style="font-family: 'PalatinoLinotype-Roman','serif'; font-size: 16px;"> “current research and best practices in effective models of technology integration” (ALSDE, p. 21).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">College training in integration. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table 2. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">61% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=62) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">36% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=36) ||  ||   || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Per Month ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Once Per Week ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">2-5 Times Per Week ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n=//3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">2% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">2% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;"> (//n//=2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">80% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;"> (//n//=81) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12% (//n//=12) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">72% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=73) ||  || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=1) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">11% (//n//=11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">23% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=23) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">54% (//n//=66) ||  || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(n=2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">20% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(n=20) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">78% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(n=79) ||  ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Extent of Technology Use **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extent Use of Technology ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Not Up-to-date ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Somewhat Up-to-date ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Very Up-to-date ** ||  ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I consider myself up-to-date on current technology devices and software. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">3%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Less Often ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Once Per Month ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">2-4 times **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Less Often ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Once Per Month ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">2-4 times **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I design lesson plans focused on my core content that include the use of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">3%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Never ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Annual ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Semester ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Marking Period ** ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use technology to collect and/or analyze data in order to make decisions regarding changes I may want to make in my teaching priorities and strategies. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">11% (//n//=11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">5%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use technology to collect and/or analyze data in order to make decisions regarding changes I may want to make in my teaching priorities and strategies. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">11% (//n//=11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">5%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Semester ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Marking Period ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Weekly ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Daily ** ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use email on a ___ basis for communicating with parents.__ || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">1%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use email on a ___ basis for communicating with parents.__ || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">1%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Less Often ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Weekly ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Daily ** ||  ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Students use computers in my classroom on a _ basis. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">15% (//n//=15) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">17% (//n=//17) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">68% (//n//=69) ||  ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Never ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Sometimes ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Regularly ** ||  ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">My school administrator(s) models the use of technology by using it for correspondence, communications, presentations, and /or data analysis. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">2%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Never ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Sometimes ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Regularly ** ||  ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">My school administrator(s) models the use of technology by using it for correspondence, communications, presentations, and /or data analysis. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">2%

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers were evaluated if they are “up-to-date on current technology devices and software” (Table 2). Of the 101 surveyed, the most frequent answer was //somewhat up-to-date// at 61%. The remainder responded they were //very up-to-date// at 36% and //not up-to-date// for 3%. **Analysis:** Some goals of SLSD’s Educational Technology Plan are engaging students in 21st Century Skills, integrating technology across the curriculum, and supporting and improving student achievement (2011, pp. 2, 4, 5). This question assessed whether teachers are using high quality and current technology and software. Earlier responses showed 90% of teachers using a variety of software to teach lessons (Table 1), yet 61% is a significant percentage of teachers who acknowledged needing more skills and training to use current technology and software. **Recommendation:** PD needs to focus on training on up-to-date or current technology and software that is available within the District. Another focus is to continue adding up-to-date resources for teachers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers up-to-date on technology. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question assessed if teachers design lesson plans that focus on “core content that include the use of technology” (Table 2). Eighty percentindicated they design lessons that focus on core content 2 to 5 times a week, 13% do this once a week, 2 % do this 2 to 4 times a month, 2% do this once a month, and finally 3% never do. **Analysis:** One of the goals of Partnership for 21st Century Skills (2011) is to design core content lesson plans that include innovations. This question is similar to a yes/no question in Table 1 that examined if teachers “actively look for new lesson plans that focus on ... core content that include the use of technology.” Thus, 70% of teachers actively search for core-content lessons that use technology, and 80% of teachers design lesson that focus on core content that use technology 2 – 5 times a week. It is not clear why 10% less teachers look for core-content lessons than those who design them. This difference may indicate some ambiguity on the teachers’ part of what searching and designing core-content lessons entails. **Recommendation:** PD to train teachers how to search for and design core-content lessons that use technology.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology use in core content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question evaluated if teachers use “technology to collect and/or analyze data in order to make decisions regarding changes … [they] want to make in … teaching priorities and strategies” (Table 2). The data revealed that 72% of teachers collect and analyze data once during a marking period. From the remaining teachers, 12% do so once a semester, 5% annually, and 11% never. **Analysis:** The purpose for teachers collecting and analyzing data is to meet the needs of individual students and improve student achievement (SLSD, 2011, p. 22). When 7 out of 10 teachers seek to improve teaching priorities and strategies per marking period, then 7 out of 10 classes receive those benefits. The 5% of the teachers that evaluate at the end of the year can only use strategies for next year’s students. The 11% teachers who never collect or analyze data cannot make informed decisions about teaching priorities and strategies. Thus, one out of ten classes never benefit from analyzed data. **Recommendation:** Teachers should utilize PD “opportunities to learn how to analyze data tools including EdInsight, PVAAS, and achievement data” (SLSD, 2011, p. 22). Teachers should collect and evaluate data on a quarterly basis to make changes in teaching priorities and strategies that benefit the needs of current and future students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use Technology to collect and analyze data. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This question measured how often teachers email to communicate with parents (Table 2). Of the 101 surveyed, 54% communicate daily, 23% communicate weekly, 11% communicate quarterly, and 1% communicates once a semester. **Analysis:** A goal of district’s Educational Technology Plan is to “enhance effective school/ parent/community interaction and communication” (SLSD, 2011, p. 21).The objective of emailing is to communicate effectively with parents about student progress, needs, and assignments to increase student achievement. A preceding response revealed that the majority (94%) of these same teachers use class websites to communicate with parents (Table 1). It is unclear whether the 6% who do not use websites to communicate with parents do so by email. **Recommendation:** Continue to encourage teacher and parent communications by website and email.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Emailing. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question measured the frequency of students’ use of computers. Teachers indicated that 68% of the students use computers on a daily basis, 17% use them weekly, and remaining 15% use them less often (Table 2). **Analysis:** A goal of SLSD’s Educational Technology Report is to provide optimal access to technology tools to support student learning (2011 p. 10). Even though approximately two-thirds of the students use computers every day, yet about a third of them use computers weekly or less often. This shows that some students do not have equal access to technology to support academic achievement. A lack of equal access may be attributed to not having a 1:1 environment. With a 2:1 ratio, all students have the potential to use computers at least 2 to 3 times a week, but are not. So, there might to other reasons. A lack of use may stem from 61% teachers acknowledging that they only felt somewhat up-to-date with technology use and therefore may avoid having their students use it if it involves unfamiliar technology. Perhaps there are scheduling conflicts as well. **Recommendation:** Teachers should utilize PD to increase skill and ease in technology use. Teachers should be encouraged to provide equal opportunities for all students to use technology as they learn core content. In addition, schedule computer use to ensure equal use. Continue to bring the District closer to a 1:1 ratio.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of computers. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers were asked if school administrators model the use of technology by using it for correspondence, communications, presentations, and /or data analysis (Table 2). From those surveyed, 78% observed that Administrators regularly modeled using technology for administrative duties, 20% observed that they sometime modeled these skills, and 2% reported that they never modeled these skills. **Analysis:** A goal of the Educational Technology Plan is that administrators “model the use of technology by using it for correspondence, communications, presentations, and /or data analysis” (SLSD, 2011, p. 2). This goal is supported by ISTE’s NET Standards for Administrators: to promote a digital-age learning culture by modeling and promoting “frequent and effective use of technology” (2009b, p. 1). A majority (78%) of teachers acknowledged that Administrators //regularly// modeled the use of technology. Most of the remaining Administrators //sometimes// (20%) modeled these skills. **Recommendation:** The Educational Technology Report states the district will “develop a differentiated plan for all … administrators to develop a personal professional growth plan to demonstrate proficiency in the NET Standards” (SLSD, 2011, p. 18). It is important for District Administration to model technology use to teachers and students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Administrators model technology use. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology disbursement/sharing. **



//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure1. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Indicates how teachers feel about the availability of mobile computer cart. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question measured teachers’ impressions about disbursement/sharing of technology. Although 43% of the teachers had little trouble gaining access to carts for their students, yet 45% indicated there were some scheduling issues. Thirteen percent found it difficult to access them (Figure 1). **Analysis:** There appear to be issues in equal access to technology use since 58% had some degree of difficulty signing out technology. These responses can be compared to earlier responses that indicated approximately two thirds (68%) of students use computers on a daily basis, but one third used them weekly (17%) or less (15%) (See Table 2). Thus, this lower number of computer use could be attributed to difficulty of access. **Recommendation:** Maintain a computer schedule to ensure equal access to computers. As the District continues to move toward a 1:1 environment to optimize access to technology (SLSD, 2011, p.10), computer sharing and scheduling will be less of an issue. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table 3.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extent of Technology Use ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">My students participated in lessons where they use the following technology during the first half of this school year: ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Never ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Marking Period ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Weekly ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2-4 Times Per week ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Daily ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Software for Remediation || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">25% (//n//=25) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">16% (//n//=16) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">25% (//n//=26) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">21% (//n//=21) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Software for enhancement || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">18% (//n//=18) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">17% (//n//=17) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">23% (//n//=23) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">27% (//n//=28) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">15% (//n//=15) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Software for practice/reinforcement || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">14% (//n//=14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">21% (//n//=21) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">26% (//n//=27) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">26% (//n//=26) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Internet or software for research || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">15% (//n//=15) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">42% (//n//=43) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">22% (//n//=22) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">14% (//n//=14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7% (//n//=7) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Application software for preparing projects or assignments to hand in or present (e.g. Word, PowerPoint, Web page, Excel, Graphing Software, etc.) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">29% (//n//=29) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">39% (//n//=40) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">16% (//n//=16) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12% (//n//=12) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">4% (//n//=4) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Software, graphing calculators, or iPads/iPods are used to collect and analyze data || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">57% (//n//=58) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">26% (//n//=26) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">9 % (//n//=9) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">5% (//n//=5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">3% (//n//=3) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Devices to prepare or present assignments (e.g. iPads/iPods, laptops, digital cameras, scanners, Interactive Whiteboards, Digital Projectors, document cameras, etc.) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">27% (//n//=27) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">35% (//n//=36) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12 % (//n//=12) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Software/Internet is used for problem solving and decision-making (e.g. data analysis, concept mapping, etc.) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">33% (//n//=33) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">37% (//n//=38) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">17 % (//n//=17) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7% (//n//=7) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">6% (//n//=6) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use email, message boards, web meetings, or other forms of digital communication / collaboration with other students, experts, professionals || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">43% (//n//=44) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">21% (//n//=21) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">10% (//n//=10) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">13% (//n//=13) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use digital video editing to create video presentations || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">63% (//n//=64) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">28% (//n//=28) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">4% (//n//=4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">4% (//n//=4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">1% (//n//=1) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use distance learning (video conferencing technology.) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">86% (//n//=87) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">14% (//n//=14) ||  ||   ||   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of remedial software ranged from 21% using it daily, to 25% using it 2-4 times per week, to 16% using it weekly, to 13% using it once a marking period, to 25% never using it (Table 3). **Analysis:**Although this amounts to 63% using it on a weekly basis, yet students’ use differed greatly ranging from 21% using it daily to 25% never using it at all. The use of remedial software as noted varies greatly and depends upon the need. Need is assessed by teachers analyzing data. An earlier question assessed if teachers analyzed data to make decisions about teaching strategies. It was noted that teacher analysis of data to improve strategies ranged from 72% a marking period, to 12% a semester, to 5% annually, and to 11% never (Table 2). There seems to be a relationship between the 25% of teachers who never use remedial software and the 28% who analyze data once a semester or less (Table 2). If about one fourth of the teachers are not analyzing students’ data then they cannot know if they need remediation or not. **Recommendation:** It is recommended that teachers collect and analyze data each marking period. This will help them assess student performance and then better utilize remediation software. If teachers do not know how to use remediation software they should utilize PD to learn how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Software for Remediation. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of software for enhancement ranged from 15% using it daily, to 27% using it 2-4 times per week, to 23% using it weekly, to 17% using it once a marking period, to 18% never using it (Table 3). **Analysis:**Six-five percent of students used software for enhancement every week, but the remaining 35% students used it rarely or never. When a third of the students rarely or never use software to enrich their lessons, it appears to be underutilized. **Recommendation:** It is recommended that all teachers use software for enhancement to enrich their lessons. If teachers do not know how to use software for enhancement, they should utilize PD to learn how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Software for enhancement ****<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of practice and reinforcement software ranged from 26% using it daily, to 26% using it 2-4 times per week, to 21% using it weekly, to14% using it once a marking period, to 13% never using it (Table 3). This amounts to 73% using it weekly. **Analysis:** The use of practice and reinforcement software depends upon the need. However, when 27% of the students rarely or never use it, it appears to be underutilized, and they will not benefit from it. An earlier question assessed if teachers analyzed data to make decisions about teaching strategies. Teacher analysis of data ranged from 72% a marking period, to 12% a semester, to 5% annually, and to 11% never analyzing data to improve strategies (Table 2). There appears to be a relationship between student use of practice and reinforcement software and teacher analysis of data when 27% of students rarely or never used practice/reinforcement softwareand 28% of teachers infrequently or never analyzed data. **Recommendation:** Teachers should collect and analyze student performance data at least once a marking period, and then, utilize software for practice and reinforcement to support and increase student achievement. If teachers do not know how to use software for practice and reinforcement, they should utilize PD to learn how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Software for practice/reinforcement. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of Internet and software for research ranged from 15% using it daily, to 42% using it 2-4 times per week, to 22% using it weekly, to 14% using it once a marking period, to 7% never using it (Table 3). This amounts to 79% of students using it weekly. **Analysis:** The goal for using Internet and software for research is to increase 21st Century Skills, especially the Information Literacy skills of accessing, evaluating, using, and managing information (P21, 2011). When 20% of students rarely or never use the Internet and software for research, then they cannot develop their Information Literacy skills. Part D of //NCLB// //Act (Enhancing Education Through Technology Act of 2001//), gives this objective: “To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability” (ED.Gov, 2004, sec. 2402 b,1,A). As students begin to construct their own knowledge, Internet and research software use becomes much more important. It is also a way to connect with, understand, and solve real world problems. **Recommendation:** It is recommended that teachers increase student use of Internet and software for research so students gain experience in Information Literacy and other 21st Century Skills. If teachers do not know how to use the Internet and software for research, they should utilize PD to learn how to use it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Internet and software for research. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of application software for projects or assignments(i.e. Word, PowerPoint, Web page, Excel, Graphing Software, etc.) ranged from 4% using it daily, to 12% using it 2-4 times per week, to 16% using it weekly, to 39% using it once a marking period, to 29% never using it (Table 3). This amounts to 32% of students using application software on a weekly basis. **Analysis:** The goal for using application software is to support the technology needs of students by providing optimal access to technology (SLSD, 2011, p. 10) and fulfill the objectives of NCLB. It is significant that 39% use application software only //once per marking period// and the other 29% //never// use it at all—that is nearly 70% of all K – 9 students. Even though SLSD schools have a 2:1 student to computer ratio, the level of use indicates that application software (which is installed on all computers) is greatly under-utilized. **Recommendation:** It is highly recommended that teachers teach and increase student use of application software to increase their 21st Century Skills. If some of these teachers are not proficient in application software and therefore are reluctant to use them with their students, then training to use them is essential.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Application software for projects or assignments. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of software and graphing calculators to collect and analyze data ranged from 3% using it daily, to 5% using it 2 – 4 time per week, to 9% using it once a week, to 26% using it once per marking period, to 57% never using it (Table 3). This amounts to 17% of students using it weekly. **Analysis:** The goal for using software and graphing calculators to collect and analyze data is to support specific technological needs of the students. Another goal is for students to increase in 21st Century Skills such as productivity and accountability. When data shows that more than half--57%--never use it at all, it is either underutilized or not needed by most students. Software and graphing calculators’ use may be limited to certain subjects and grade levels. **Recommendation:** It is recommended for teachers to increase student use of software and graphing calculators to collect and analyze data software in classes that require it. If teachers do not know how to use it, PD should provide training.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Software and graphing calculators to collect and analyze data. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of devices to prepare or present assignments (i.e. iPads/iPods, laptops, digital cameras, scanners, interactive whiteboards, digital projectors, document cameras, etc.)ranged from 12% using it daily, to 13% using it 2 – 4 time per week, to 13% using it once a week, to 35% using it once per marking period, to 27 % never using it (Table 3). This totals to 38% of students using devices weekly. **Analysis:** The goal for using devices is to provide optimal access to technology tools to support student learning (SLSD, 2011 p. 10) and fulfill the objectives of NCLB. Even though SLSD schools have a 2:1 student to computer ratio as well as supportive technology, it is significant that 62% of students rarely or never use these tools for assignment preparation or presentation. This indicates that available devices are significantly under-utilized. Since 90% of teachers utilize a variety of software to teach (Table 1), they should be giving students experiences in a wide variety of tools to prepare or present assignments. **Recommendation:** It is recommended that teachers optimize use of iPads/iPods, laptops, digital cameras, scanners, interactive whiteboards and digital projectors, and document cameras to provide a technology-rich environment and increase student productivity, accountability, and other 21st Century Skills. If teacher do not know how to use these devices to prepare and present assignments PD training should be utilized. Perhaps there needs to be further investigation as to why there is such a low level of use.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Devices to prepare assignments. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of software and the Internet for problem solving and decision-making (i.e., data analysis, concept mapping, etc.) ranged from 6% using it daily, to 7% using it 2 – 4 time per week, to 17% using it once a week, to 37% using it once per marking period, to 33% never using it (Table 3). This amounts to 30 % of students using software and the Internet to solve problems and make decisions on a weekly basis. **Analysis:** The goal for using software and the Internet to problem solve and make decisions is to support the technological needs of the students and fulfill the objectives of 21st Century Skills. It is significant that only 37% of students use software and the Internet to solve problems and make decisions only //once a marking period// and the other 33% //never// use it at all. **Recommendation:** It is recommended that teachers increase their students’ use of software and Internet to think critically, problem solve, make decisions, and develop other 21st Century Skills. If teacher do not know how to teach 21st Century Skills like problem solving and decision-making, PD training should be utilized. It is recommended to investigate why 70% of students rarely (four times a year) or never use software and the Internet to problem solve and make decisions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Software and Internet used to problem solve and make decisions. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of email, message boards, web meetings, or other forms digital communication and collaboration with other students, experts, professionals ranged from 13% using them daily, to 10% using them 2 – 4 time per week, to 13% using them once a week, to 21% using them once per marking period, to 43 % never using them (Table 3). This amounts to 36 % of students weekly communicating or collaborating with other students and experts. **Analysis:** The goal for communicating and collaborating with others is to support the technological needs of the students and fulfill the objectives of 21st Century Skills. It is significant that 21% communicate or collaborate with others only once a marking period and the other 43% never do so all. When 64% of students rarely (four times a year) or never communicate or collaborate with others, then it needs to be evaluated as to why. **Recommendation:** It is recommended that teachers promote students’ use of communicating clearly, collaborating with others, and other 21st Century Skills. If teacher do not know how to use these skills, PD training should be utilized.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use a variety of digital communication/collaboration with others. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of digital video editing to create video presentations ranged from 1% using it daily, to 4% using it 2 – 4 time per week, to 4% using it once a week, to 28% using it once per marking period, to 63 % never using it at all (Table 3). This amounts to 9% of students editing to create video presentations on a weekly basis. **Analysis:** The goal for learning to create video presentations is to support the technological needs of the students. It also fulfills the objectives of the 21st Century Skill of thinking and working creatively either dependently or in collaboration with others. Another important 21st Century Skill is Media Literacy, which is the ability to analyze and create media products. It is significant that 28% of students create video presentations only once per marking period and the other 63% never do so all. When 91% of students rarely or never create video presentations, then it needs to be evaluated as to why. **Recommendation:** It is recommended that teachers increase students’ skills in Media Literacy and other 21st Century Skills. If teacher do not know how to use video editing software, PD training should be utilized. It is recommended to find out why so few teachers utilize video production.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use digital video editing to create video presentations. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Distance learning. **

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Figure 2. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The bar graph shows the extent that video conferencing is used and how.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers’ use of distance learning (video conferencing technology) ranged from 14% using it once per marking period and 86 % never using it (Figure 2). **Analysis:** The Educational Technology Report supports the use of video conferencing to motivate students in the area of multimedia development, to increase global connections, and use 21st Century Skills to “boost student creativity and innovation and enhance critical thinking, problem solving and decision making” (SLSD, 2011, pp. 6, 14, 17). Video conferencing was first introduced in 2009 (SLSD, 2011, p. 16), but since only 14% utilize it once per marking period, then its use is still limited. **Recommended:** Continue to offer PD to train teachers in the use of video conferencing as well as how this technology can be utilized to support learning in the classrooms.

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The need for technology tools differs greatly depending upon the age, abilities, and needs of K - 8 students. Although many teachers and students in K - 8 utilize a variety of technology, yet there is room for improvement in designing new lessons that include the use of technology, content-rich teacher websites, cyber safety, teacher training in using current technology, teacher analysis of data to improve teaching strategies, and student use of computers and software to promote 21st Century Skills. In addition, teachers can better utilize software for remediation, enhancement, reinforcement, research, and application. They can teach students to better utilize hardware to prepare and present assignments. There are sufficient resources to ensure semi-weekly access and use of key resources like computers, supportive resources, and educational software. As the district continues to move towards a 1:1 environment for optimal access to technology (SLSD, 2011, p.10), teachers and students will be better able to access and utilize technology.

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grades 9 – 12 Survey Results **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Out of 84 high school teachers, 41 responded to a technology survey, which is a 49% response rate. The first eleven survey questions mostly assessed teacher technology use in core content as well as proficiency. The remaining eleven questions focused on 1:1 implementation of computers. These questions help establish a baseline since the high school will be a 1:1 computing environment for the 2012 – 2013 school year.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table 4. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Disagree ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yes/ ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agree ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">(//n//=3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">93% (//n//=38) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">(//n//=7) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">83% (//n//=34) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">(//n//=5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">88% (//n//=36) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">(//n//=7) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">83% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">(//n//=34) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yes / No Reponses of Technology Use ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No/ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I actively look for new lesson plans that focus on my core content that include the use of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">20% (//n//=8) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;"> 80% (//n//=33) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I use a variety of technology in order to teach and complete other duties. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">7%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have created and maintain a website to provide STUDENTS a content-rich resource to use from home or school. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">32% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">68% (//n//=28) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have created and maintain a website to provide PARENTS information about my classes. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">17%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I use technology to collaborate with other educators to support my own professional growth. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">12%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I use a variety of assessment instruments/methods when evaluating student work performed or created with technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">17%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I have taken college courses related to the integration of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">32% (//n//=13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">68% (//n//=28) ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Technology Use **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The first yes/no question assessed if teachers “actively look for new lesson plans that focus on ... core content that include the use of technology” (Table 4). Eight out of 10 teachers actively search for these types of lessons and 2 out of 10 do not. **Analysis:** One of the goals of SLSD’s Educational Technology Report is to use technology to enrich and enhance lessons (2011, p. 4). Partnership for 21st Century Skills (P21, 2011) supports this goal by encouraging teachers to design core content lesson plans that include innovations. Although most teachers (80%) actively look for core content materials that utilizes technology, yet 20% do not. It is unknown how often how often they //actively// search for new lesson plans; is it daily, weekly? **Recommendation:** Offer Professional Development that provides training and resources for technology-rich core lessons. In addition, teachers can collaborate with each other and share the resources within their grade levels and/or subject content.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology use in core content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Utilize variety of software.** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question asked if teachers “utilized a variety of technology in order to teach and complete other duties” (Table 4). More than 9 out of 10 teachers utilize a variety of technology. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analysis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The goal is to gain competency in a variety of technology and integrate it into the curriculum **(**ALSDE, p. 19). Even though 93% of teachers utilize a variety of technology to teach, yet only 80% of these same teachers took an active interest in improving core content lessons that utilize technology. Although technology, for the most part, is being well utilized to teach, it is not always used to improve core content lessons. When using CBAM’s levels of use (Loucks-Horsley, 1996) to evaluate where teachers are in terms of technology use, it can be observed that 93% of teachers have established a routine use of technology (Level 4a) and 80% have refined their use of technology to increase the benefits of it (Level 4b). **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Recommendation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The focus of staff training is not only to have teachers utilizing technology in a variety of ways, but increase in technology-rich lessons as well.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These two questions assessed teacher use of websites. The first question asked if they “maintain a website to provide parents with information about … classes.” Of the 41 surveyed, 83% responded with a “yes” that they actively use a website to communicate with parents; the remaining 17% responded they did not (Table 4). The next question assessed if teachers “created and maintain a website to provide students a content-rich resource to use from home or school.” Of those surveyed, 68% responded with a “yes” that they actively use a content-rich website; the remaining 32% responded they did not. **Analysis:** One of the goals of SLSD’s Educational Technology Report is for teachers to have content-rich websites that offer resources such as newsletters, podcasts, surveys, news sites, homework assignments, calendars, alerts, pages, and exam schedules as well as improve communication with parents and students (2011, pp. 7, 21, 28). Although a majority of teachers utilize websites to communicate and deliver rich resources, it is significant that 17% are not using it to communicate and 32% do not use it to deliver “content-rich resource to use from home or school.” **Recommendation:** One of the Educational Technology Report goals is to provide workshops for teacher website development (SLSD, 2011, p. 21). Teachers can take advantage of these to create and maintain websites that go beyond communicating to parents and become a content-rich resource for students at school and home. Teachers who have successfully created content-rich websites can work in cooperative groups with those who need support.It would be important to find out why not all teachers are using websites as content-rich resources and for communication.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class Websites for communication and content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next question assessed if teachers “collaborate with other educators to support … professional growth (Table 4). Nearly 9 out of 10 teachers responded that they collaborate and the rest responded they do not. **Analysis:** One of the goals of the Educational Technology Plan is teacher collaboration to mentor others in their use of technology and enhance their instructional strategies (SLSD, 2011, pp. 8, 28). It is also one of the goals of Partnership for 21st Century Skills and NET Standards for Teachers. Research shows that as teachers collaborate, their use of technology increases ( <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Tech & Learning, 2010). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">According to CBAM’s levels of use (Loucks-Horsley, 1996), it appears most teachers are at level 5 of integration—educators combining efforts with colleagues to improve benefits. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Since nearly 9 out of 10 teachers collaborate, it is a good model to those who do not. **Recommendation:** Offer PD opportunities for collaborative learning. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Promote teacher collaboration to support professional growth in learning and using new technologies to deliver technology-rich content lessons and content-rich websites.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher collaboration. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers evaluated their own use of “assessment instruments/methods when evaluating student work performed or created with technology” (Table 4). Of the 41 surveyed, 83% indicated they assess student work that utilizes technology and the remaining 17% did not. **Analysis:** One of the goals in the Educational Technology Report is to evaluate student proficiency in technology (SLSD, 2011, p. 15). Even though most teachers successfully use a variety of instruments to assess student work that involves technology, yet a significant 17% do not. **Recommendation:** Offer PD that teaches the reason for using assessment instruments and how to use them. Continue to offer resources to assess student proficiency in both current and emerging technologies.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluating student technology use. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The last yes/no question assessed if teachers have taken “college courses related to the integration of technology” (Table 4). Sixty-eight percent of those responding indicated they have taken courses on technology integration. **Analysis:** One of Educational Technology Report’s goals is to support integration (SLSD, 2011, pp. 5, 52, 53). It appears that two-thirds of staff are voluntarily preparing for technology implementation and a third are not. As more teachers are trained to integrate technology, its use should increase. **Recommendation:** Provide PD that includes <span style="font-family: 'PalatinoLinotype-Roman','serif'; font-size: 16px;"> “current research and best practices in effective models of technology integration” (ALSDE, p. 21).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">College training in integration. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table 5. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">49% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=20) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">44% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=18) ||  || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n=//5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">20% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=8) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">68% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=28) ||  || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">44% (//n//=18) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">37% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=15) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=1) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">44% <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">(//n//=18) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">46% (//n//=19) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extent Use of Technology ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Not Up-to-date ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Somewhat Up-to-date ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Very Up-to-date ** ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I consider myself up-to-date on current technology devices and software. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Less Often ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Once Per Month ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Once Per Week ** ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I design lesson plans focused on my core content that include the use of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I design lesson plans focused on my core content that include the use of technology. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">12%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Never ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Annual ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Semester ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Marking Period ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use technology to collect and/or analyze data in order to make decisions regarding changes I may want to make in my teaching priorities and strategies. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use technology to collect and/or analyze data in order to make decisions regarding changes I may want to make in my teaching priorities and strategies. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">7%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Semester ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Marking Period ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Weekly ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Daily ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use email on a ___ basis for communicating with parents.__ || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">3%
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">I use email on a ___ basis for communicating with parents.__ || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">3%
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Response ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Less Often ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Weekly ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Daily ** ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Students use computers in my classroom on a _ basis. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">29% (//n//=12) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">34% (//n=//14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">37% (//n//=15) ||  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Students use computers in my classroom on a _ basis. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">29% (//n//=12) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">34% (//n=//14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12px; text-align: center;">37% (//n//=15) ||  ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question assessed if teachers consider themselves “up-to-date on current technology devices and software?” (Table 5). Of the 41 respondents, 44% responded they were very up-to-date; 49 % indicated they were somewhat up-to-date, and the remaining 7 % felt they were not up-to-date. **Analysis:** Some goals of the Educational Technology Plan are engaging students in 21st century technology skills, integrating technology across the curriculum, and supporting and improving student achievement (SLSD, 2011, pp. 2, 4, 5). Although 93% teachers extensively use a variety of technology to perform teaching activities (Table 4), yet the results showed that 56% of teachers acknowledge needing more skills/training to master using newer and high quality technologies (Table 5). **Recommendation:** Continue to offer PD in high quality, current technology devices and software.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers up-to-date on technology. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question assessed if teachers design lesson plans that focus on “core content that include the use of technology” (Table 5). Sixty-eight percentindicated they design lessons that focus on core content once per week, 20% do this once per month, and 12% do this less often. **Analysis:** One of the goals of Partnership for 21st Century Skills (2011) is to design core content lesson plans that include innovations. This question is similar to a yes/no question in Table 4 that asked if teachers “actively look for new lesson plans that focus on ... core content that include the use of technology.” As indicated earlier, 80% of teachers actively search for core content lessons that use technology (Table 4), but only 68% of teachers design lessons that focus on core content that use technology once a week (Table 5). From these results, it can be concluded that not all teachers who actively search for core content lessons that use technology end up designing lesson plans that focus on core content. This may indicate a need to learn how to design lessons based upon searches. **Recommendation:** PD to train teachers how to design lessons that use technology.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology use in core content. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next question asked teachers if they “collect and/or analyze data in order to make decisions regarding changes … in [their]… teaching priorities and strategies” (Table 5). Of the 41 surveyed, 37% responded they collect and/or evaluate data once within a marking period; 44% responded they do this once a semester; 12% do this annually; and the remaining 7 % never evaluate data. **Analysis:** The purpose for teachers collecting and analyzing data is to meet the needs of individual students and improve student achievement (SLSD, 2011, p. 22). If only 37% of teachers evaluate teaching strategies and priorities on a //quarterly// basis, then only those classes receive those benefits. If only 44% of teachers evaluate teaching strategies and priorities on a //semester// basis, then those students benefit from data analysis once during the school year. The 12% that gather and evaluate data at the //end of the year// can only use strategies for the incoming students. The 7% teachers who //never// collect or analyze data cannot make informed decisions about teaching priorities and strategies. When teachers infrequently evaluate their strategies, students do not receive the benefits from improved instruction and strategies. **Recommendation:** Teachers should utilize PD “opportunities to learn how to analyze data tools including EdInsight, PVAAS, and achievement data” (SLSD, 2011, p. 22). Continue to provide data collecting tools and teach how to use, evaluate, and apply the results. Have teachers collect and evaluate data on a quarterly basis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use technology to collect and analyze data. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next question assessed the use of emailing to communicate with parents. Of the 41 surveyed, 46% communicate daily, 44% communicate weekly, 7% communicate quarterly, and 2% communicate once a semester (Table 5). This amounts to 90% of teachers communicating on a weekly basis or more. **Analysis:** One of the goals of SLSD’s Educational Technology Plan (2011) is to “enhance effective school/ parent/ community interaction and communication” (SLSD, p. 21).Teachers email parents to communicate about student progress, needs, and assignments to increase student achievement. In another survey question, 83% teachers indicated they use websites to communicate with parents (Table 4). When combining these two results, it appears that the majority of teachers communicate well. The results do not show if the 17% teachers who do not use websites (Table 4) to communicate with parents chose instead to communicate by email or not. **Recommendation:** Continue to encourage teacher communications with parents by website and email. The District continues to provide tools to communicate with the community (SLSD, 2011, p. 21).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Emailing. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This question assessed the frequency of students’ use of computers. Of the 41 teachers who responded, 37% indicated their students used computers on a daily basis, 34% used them weekly, and remaining 29% used them less often (Table 5). **Analysis:** A goal of SLSD’s Educational Technology Report is to provide optimal access to technology tools to support student learning (2011 p. 10). The survey showed about a third of students use it daily, a third weekly, and the remaining third less often. This shows that some students are not gaining equal access to technology to support learning and academic achievement. A lack of equal access may be attributed to not having a one-to-one environment. However, even with a 2:1 ratio, students have opportunities to use computers at least 2 to 3 times a week, but they did not. Another reason for a lack of use may stem from 49% of teachers only being //somewhat// comfortable with new technology (Table 5) and therefore avoid using it with their students. Perhaps another reason is that teachers’ scheduling needs of computers conflict with other’s needs. **Recommendation:** Offer teachers PD to learn new and emerging technology as well as increase skill and ease in technology use. Continue to emphasize equal technology access to all students. Provide fair and equal scheduling of computer use for all students. Once the high school has implemented, a 1:1 environment, it will be informative to see if computer use increases.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students’ use of computers. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The next 10 questions utilized Likert-like responses. A mean was calculated for each question by assigning each Likert-like category a numerical value from 1 to 4. Then the category number was multiplied by the number (//n//) of teachers who chose that answer for that question. These values were added and divide by the total number of respondents (//n// = 41). The resultant answer was the mean response for a particular question.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers Views about 1:1 Computer Environment **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table 6.
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How do you feel about these topics with regard to a One to One environment? ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Topics ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Strongly Disagree (1) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Disagree (2) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Agree (3) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Strongly Agree (4) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Mean ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">It will enhance learning. ** || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">8% (//n// = 3) || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">2% (//n// = 1) || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">51% (//n// = 21) || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">39% (//n// = 16) || <span style="color: #000000; display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 3.22 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">There will be less downtime in the class. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">10% (//n// = 4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">24% (//n// = 10) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">32% (//n// = 13 ) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">34% (//n// = 14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M =2.90 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Students have equal access to tools and software in and out of school. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">2% (//n// = 1) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">5% (//n// = 2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">44% (//n// = 18) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">49% (//n// = 20) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M= 3.39 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Students lose less work. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">10% (//n// = 4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">12% (//n// = 5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">46% (//n// = 19) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">32% (//n// = 13) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M= 3.10 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Students will be more productive. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">10% (n = 4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">17% (//n// = 7) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">51% (//n// = 21) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">22% (//n// = 9) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 2.85 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">There will be an increase in use of 21st Century Skills. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">8% (//n// = 3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">5% (//n// = 2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">54% (//n// = 22) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">34% //(n// = 14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 3.14 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Students will be more organized when using laptops. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">10% (//n// = 4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">29% (//n// = 12) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">34% (//n// = 14) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">27% (//n// = 11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 2.78 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">There will be an increase of teacher use because of daily accessibility. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">5% (//n// = 2) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">15% (//n// = 6) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">53% (//n// = 22) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">27% (//n// = 11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 3.02 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Teacher will incorporate more quadrant – D lessons. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">8% (//n// = 3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">12% (//n// = 5) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">53% (//n// = 22) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">27% (//n// = 11) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 3.00 ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">There will be an more time for students to work on technology homework and projects. ** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">10% (//n// = 4) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">8% (//n// = 3) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">46% (//n// = 19) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">36% (//n// = 15) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;">M = 3.10 ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analysis: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The majority of teacher responses showed that they strongly agree with the topics on implementation (Table 6). A //strongly agree// mean response can range from 3.00 to 4.00. Teachers strongly agreed with a 1:1 implementation to enhance //student// learning (M = 3.22), provide equal access to technology all the time (M = 3.39), less loss of work (M = 3.10), increase 21st Century Skills (m = 3.14), and more time to spend on homework and projects (M = 3.10). Teachers in turn //strongly agree// that a 1:1 environment will increase //their// use of technology in the class (M = 3.02) and incorporate more quadrant – D lessons (M = 3.00). An //agree// mean response can range from 2.00 to 3.00. However, some teachers were not as convinced about student technology use when it came to less down time (M = 2.90), more productivity (M = 2.85), and more organization (M = 2.78). **Recommendation:** Provide PD for implementation and integration of technology, especially for teaching student productivity, organization, and efficiency in time use.

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The need for and use of technology tools should increase as students enter high school. This helps prepare them for future careers and continued education. Although most teachers strongly support 1:1 implementation in most areas, yet in day to day use there is room for improvement in content-rich teacher websites, teacher training in using current technology, teacher analysis of data to improve teaching strategies, and student use of computers. As the District continues to move towards a 1:1 environment for optimal access to technology (SLSD, 2011, p.10), teachers and students can better utilize available technology.

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessing Technology Use: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Kathy Schrock’s guide]: This guide provides multiple rubrics for collaboration, specific subjects, multimedia, apps, and Web 2.0
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Assessing Student Learning]: These rubrics assess blogs, wikis, websites, Voicethread projects, podcasts, and video projects.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Student Technology Assessment] Measures student technology literacy skills (see p 2 for a list of measurements).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Rubrics for Teachers]: Multimedia rubrics: digital photography, slide presentations, video project, podcasting, and more.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology Skills Checklist: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Grade Level Technology Skills Checklist] – This list shows when technology skills should be introduced such a general computer use, keyboarding, word processing, presentation, and Internet browse and research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Teacher-to-Teacher Collaboration]: This website provides an annotated list of teacher-to-teacher collaborative sites. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Maximizing the Impact of Teacher Collaboration]: A practical, easy-to-read scholarly article on teacher collaboration.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Collaborative Learning: **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Content Rich Websites: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Teacher Tap]: This site gives ideas for content-rich websites for core subjects.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Class Tools] – Create free educational games, quizzes, & activities. Post to website.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Cyber Safety: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Common Sense Media]: Website on Internet safety and digital citizenship.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|i-SAFE]: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">This is a “non-profit organization dedicated to educating and empowering youth (and others) to safely, responsibly and productively use Information and Communications Technologies.”


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equal Technology Use: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Ensuring Equitable Use of Educational Technology]: A series of podcasts about providing equal computer access for all students.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Implementation: **
 * <span style="font-family: 'ChaparralPro-Regular','serif'; font-size: 16px;">[|Educational Outcomes and Research from 1:1 Computing Settings]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Project RED:] Lists the benefits of 1:1 computing.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|CBAM’s Levels of Use] helps support change as new technologies are implemented.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Observation Tools: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|ISTE Classroom Observation Tool (ICOT)]

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ALSDE (Alabama Department of Education). (2006). //IMPACT Alabama Technology Plan for K – 12, 2007 – 2012.// Retrieved from http://ti.alsde.edu/documents/access/IMPACT2007.pdf

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Ed.gov. (2004). //Part D - Enhancing education through technology.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg34.html

<span style="color: #010101; font-family: 'Times New Roman','serif'; font-size: 16px;">Federal Communications Commissions. (2011). //FCC 11-125//. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://transition.fcc.gov/Daily_Releases/Daily_Business/2011/db0819/FCC-11-125A1.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ISTE. (2009). //ISTE NETS-A.// Retrieved from []

<span style="color: #010101; font-family: 'Times New Roman','serif'; font-size: 16px;">Lenhart, A. (2101). //Cyberbullying: What the research is the telling us//. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.slideshare.net/PewInternet/cyberbullying-2010-what-the-research-tells-us-4009451

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Loucks-Horsley, S. (1997). Professional development for science education: A critical and immediate challenge. In R. Bybee (Ed.) //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">National standards & the science curriculum. //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Dubuque, Iowa: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kendall/Hunt Publishing Co. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.mdecgateway.org/olms/data/resource/3712/CBAM.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">OurIMPACT. (2003). //Teacher technology survey for evaluating technology integration benchmarks.// Retrieved from http://www.ourimpact.com/msteachers.htm

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">OurIMPACT (2004). //Technology integration report: Sample school system.// Retrieved fromhttp://www.ourimpact.com/images/Sample%20Report%20v2.pdf//

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">P21. (2011). //Framework for 21st century learning. //Retrieved from http://www.p21.org/overview/skills-framework//

//<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Tech & Learning. (2010). // Study shows the benefits of 1:1 and the factors that enhance success. //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Retrieved from http://www.k12blueprint.com/k12/blueprint/story_study_shows_benefits_of_1_1.php //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Shelby County Schools. (2012). //Technology survey use and integration. //Retrieved from http://www.decadeconsulting.com/decade/scss/integrationsample.htm//

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Southern Lehigh School District (SLSD). (2011). //Educational technology Report.// Retrieved from http://www.slsd.org/files/filesystem/Ed%20Tech%20Plan.pdf