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CDW-G's annual Teachers Talk Tech report has tracked and measured technology trends in education from the teacher’s perspective for the last four years. Once again, CDW-G employed Quality Education Data (QED), an industry leader in education market data, to survey more than 1,000 teachers to understand how technology is shaping education. The insight this year’s teachers provided shows technology-related professional development is changing the way they teach in dramatic ways. While obstacles like time, access and budget still remain, when teachers are given the tools and training they need, they use technology more and their students, in turn, use technology to learn.
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CDW-G employed QED to conduct the fourth-annual in-depth research study into what K-12 teachers are saying about technology in the classroom. Quantifiable teacher input helps parents 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 know 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 computers in their jobs
- Evaluate technology’s role and efficacy in education
- Give K-12 teachers a voice regarding computer technology
- Assess the effectiveness of computers in preparing students for the 21st century work environment
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Technology is beginning to deliver on the promise to positively impact student performance
- Technology is bridging the gap between 21st century skills and core curriculum
- The teaching process is fundamentally changing as teachers move from learning how computers work to using technology to change how they teach, culminating in transforming how students learn
- Teachers believe technology is increasingly influencing the teaching of thinking and learning skills to develop lifelong learners
- Teachers view technology as an effective tool for administration, communication and research functions
- Education is today where business was 20 years ago – on the cusp of radically transforming the learning environment
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"Without question, technology is changing the American classroom. More and more we see schools evolving beyond narrowly focused ‘computer classes’ to deploying the power of technology more broadly, improving student performance and revitalizing the classroom experience. Schools recognize the importance of teacher technology training, technology investment and 21st century skills.
"We have seen positive trends in technology use over the last four years of the survey. Today, Teachers Talk Tech measures how much technology is changing the classroom. We believe that a seamless technology-enabled curriculum is within our reach and that tomorrow, we will instead measure how vital technology is to educational success."
Chris Rother, group vice president, CDW-G, sales
"I think when technology is properly used it can help and encourage students to think on their own. Technology shouldn’t just be used in the place of a book to look up bits and pieces of data. Students need to be presented with projects and activities that require them to do more… The process of pulling together information from multiple sources and consolidating them into something new is where technology helps the learning process."
Carver Middle School, FL, 7th Grade Teacher
"I think technology in the classroom makes it more interesting for the kids. They are more willing to do the work…Most of them will sit in front of a computer and feel like they can do something. They are more drawn to a computer than they are to a book."
Katy High School, TX, Technology Teacher
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QED conducted telephone interviews between January 11 and February 22, 2006 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.
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