CDW-G Teachers Talk Technology 2005


CDW-G’s third annual survey of technology in primary and secondary education, the 2005 Teachers Talk Tech survey - conducted by Quality Education Data (QED), a subsidiary of Scholastic, Inc. - sampled 1,000 randomly selected K-12 public school teachers throughout the nation in March and April 2005. Teachers were queried on a number of technology uses to determine how K-12 teachers utilize computer technology, and evaluate technology’s role and efficacy in education. The survey gives K-12 teachers a voice regarding computer technology and contributes to knowledge about and support for the American educational process.

Click here to view the press release for this announcement.

   Mission and Focus 

CDW-G employed QED to conduct a custom research study with K-12 teachers. Quantifiable teacher input helps taxpayers and administrators understand the importance of technology investments. Teachers are often in the best position to see the true impact of technology on learning and knowing what it can and cannot do. Thus, feedback from classroom educators can be essential in helping communities make academic and technological choices that are in the best long-term interests of students and schools.

Specific objectives of this study were to:
  • Learn how K-12 teachers use computer technology
  • Evaluate technology’s role and efficacy in education
  • Give K-12 teachers a voice regarding computer technology
  • Contribute to knowledge about and support for the American educational process


   Key Findings

While technology continues to gain acceptance as a tool for teachers, classroom technology is not yet a standard tool for teaching:
  • Computer technology has changed teaching "a great deal."
  • Teachers increasingly cite computers as effective teaching tools, but just over half integrate computers into daily curriculum.
  • Administrative uses for technology continue to increase in number and effectiveness.
  • The link between computers and performance on standardized tests remains unproven.
  • Professional development centers on administrative functions.
  • Almost two-thirds of the respondents think that there are too few computers in their classrooms.
  • No increase in technology professional development for 2005.
  • Teachers perceive strong support for technology in schools.
  • Schools are leveraging student expertise in formal and informal technician programs.
  • Over half of teachers support 1:1 computing.






   Comments from the Industry and Teachers


"Technology is changing how students learn. We can engage students in new ways and transcend the walls of the traditional classroom. Using the Internet, students can study primary sources from ages long past and visit art galleries across the ocean without ever leaving their desks. Every day can be a field trip. The possibilities are endless."

Margaret Spellings
Secretary of Education

"Teachers are focused on using technology as an aid to respond to the increasing administrative requirements of K-12 education," said Chris Rother, CDW-G’s vice president for education, state and local sales. "While the resulting productivity improvements are good news for educators and administrators, the focus on administrative applications may reduce efforts to leverage technology to improve classroom instruction and student learning."

"Sixty percent of teachers believe that students’ academic performance improves with the use of classroom computers, but just 38 percent say they have the right balance of computers to students in their classrooms," Rother said. "Closing the gap between administrative use and instructional use appears to be more a question of where computers are located, as opposed to just the number of computers available."


"Since my students are accustomed to working with computers, I try different ways to integrate technology into my daily lessons," said a high school teacher in Jefferson, GA. "Students access my personal Web site daily where they can research information we’re learning in class, as well as search the site for their own interest. Because of this, I’ve found that many students have become interested in developing their own Web sites as well. Not only does my Web site help engage the students, it engages the parents as well. The Web site helps me work more closely with parents because they can log on and see what their child is learning. Through the site, parents have access to study guides, practice tests, and other tools they can use to play an active role in their child’s education."


"I have been teaching fifth grade for nine years and can't believe the difference technology makes in teaching," said fifth grade teacher in Carson City, NV. "We have a very large population that speak English as a second language, and students are able to look up words on the computer at any point during the lesson - the information is at their fingertips. In addition, technology integrates animation and audio to learning a language and reading. Years ago, my students put together two-dimensional posters, but now projects consist of power point presentations and digital media. It’s hard to compete with the technology that is outside the classroom; at some point we have to bring the technology students have in the outside world into the classroom in order for students to learn."

"My school is located in the middle of a desert, so when I am teaching students about marine biology, it is hard to get an expert or examples into my classroom," said fifth grade teacher in Carson City, NV. "But I can go to the Internet and pull up a Web site that has live shots or video of an aquarium. Teaching from a book doesn't do the subject justice and nothing impacts students more than seeing and hearing the real thing. Using technology I can bring my students anywhere, making learning an adventure - not a chore."



   Methodology

QED conducted telephone interviews between February 28, 2005 and March 29, 2005 with K-12 teachers. A total of 1,000 K-12 public school teachers completed the survey. The random sample was drawn from QED’s National Education Database (NED) of K-12 schools, which is a census of all schools and districts in the United States. A sample size of 1,000 respondents equates to a +/- 3% precision at a 95% confidence level.


   Media Inquiries

Barbara Crystal
CDW-G Public Relations
847-968-0710
bcrystal@cdw.com