PHASE 1: BEFORE THE LAPTOP ROLLOUT

Transcription

1 Digital Education Revolution In New South Wales DER-NSW Evaluation PHASE 1: BEFORE THE LAPTOP ROLLOUT The impact of the Digital Education Revolution in NSW government schools: Baseline data Report presented by Dr Sarah Howard & Mr Charles Carceller, MEd University of Wollongong September DER-NSW, Baseline data report 1

2 Evaluation team members The Evaluators Dr Sarah Howard is a Lecturer in Education, in Information and Communication Technologies, at the University of Wollongong. She is the external evaluator for the DER-NSW. Mr Charles Carceller s research area focuses on social capital and technology use. He is a research assistant at the University of Wollongong working on the DER-NSW evaluation. The DER-NSW Evaluation Advisory Group Dianne Butland, NSW Parents and Citizens Association Alun Davies, Manager School Audit Geoff Hastings, NSW Secondary Principals Association Dianne Marshall, Program Director Digital Education Revolution NSW Gerry McClouglan, Assistant Director (relieving), Educational Measurement Terry O Brien, Policy Leader Digital Education Revolution NSW Max Smith, Senior Manager Student Engagement and Program Evaluation (SEPE) Bruce Stavert, Project Officer Digital Education Revolution NSW Bill Tomlin, Manager Planning and Evaluation SEPE This evaluation was commissioned by the Digital Education Revolution-NSW Program of the NSW Department of Education and Training. The project is overseen by an Evaluation Advisory Group. This document presents base line data gathered prior to the issue of laptops to year Stage 2 of this evaluation will take place in Terms 3 and consisting of case studies and follow up student and teacher surveys. State of New South Wales through the NSW Department of Education and Training, DER-NSW, 2010 The Digital Education Revolution-NSW is funded by the Australian Government s National Secondary School Computer Fund DER-NSW, Baseline data report i

3 Table of Contents Executive Summary Introduction Research questions Background of the study Conceptual framework of the study Design of the study Pilot studies Conducting Phase 1 of the study Research methods and tools Presentation of data Demographics Student responses... 7 Students (StuA #1-4 & StuB #1-4)... 7 Summary Teacher responses... 9 Teachers (TrA #1-7)... 9 Summary School culture Student responses At my school (StuA #5 & StuB #5) My school is a place where Summary Teacher responses (TrA #19) Your views Summary Access to ICT Student Responses Students computer use (StuA #6-12 & StuB #6-7) Teacher Responses Teachers computer use (TrA, #8-9) Summary Knowledge & use of ICT Student responses Students computer use (StuA #14-16) DER-NSW, Baseline data report ii

4 Think about your experience with computers How well could you How often do you Summary Teacher responses Teachers computer use (TrA #11-13) On average, how frequently do you use a computer to perform the following: To what extend do you agree with the following statements? Summary Learning & teaching with ICT Student responses I get a lot out of working with computers, because How important do you think it is to use computers and other technology tools in Students your learning (StuB #8) I learn more when How often are you asked to do the following activities in school using a computer? How much do you agree with the following sentences about learning at school? Summary Teacher responses Teachers learning and teaching (TrA #14-18, and 20) In the course of a week, in what proportion of your lessons do you do the following? How often do you require students to perform the following tasks using a computer? How much do you agree or disagree with the following statements? Summary Bases of achievement in subjects Student responses Students conception of technology and bases of achievement in the subject (StuA #13 & StuB #16) How important do you think the follow are: Students your subjects (StuB #9-19) How important are the following things for being good at Maths? How important are the following things for being good at English? How important are the following things for being good at Science? How important are the following things for being good at History? How important are the following things for being good at Geography? DER-NSW, Baseline data report iii

5 How important are the following things for being good at Music? How important are the following things for being good at Visual Arts? How import are the following things for being good at using Technology: How important are the following things for someone to do well in your curriculum area? Summary Intentions StuA #20-21 & StuB # StuA Q-20. When do you plan to finish high school? StuA Q-21. What plans do you have for further education after high school? StuB Q-20. When do you plan to finish high school? StuB Q-21. What plans do you have for further education after high school? Summary Implications for research questions How does the DER-NSW program influence teacher pedagogy? ICT use and knowledge Pedagogical change Communication What is the influence of the DER-NSW program on students understanding, skills, and attitudes? ICT use and knowledge Engagement with learning What are the consequences of the DER-NSW program on students educational outcomes? 92 External test results School completion Conclusion Appendices A-C DER-NSW, Baseline data report iv

6 Executive Summary The following report presents preliminary evaluation results from Phase 1 of the Australian Commonwealth Government s Digital Education Revolution in New South Wales (DER-NSW) one-to-one laptop program. Formal evaluation of the program was initiated by the New South Wales Department of Education and Training (NSW DET), in collaboration with the University of Wollongong (UoW), in an effort to determine how the DER-NSW program may impact on education across the state. The evaluation is intended to take place over 3 years ( ). The DER-NSW program provides an opportunity to evaluate the impact of laptops on teaching and learning in a large sample of students and teachers. The three primary research questions explored in this evaluation are: How does the DER-NSW program influence teacher pedagogy? What is the influence of the DER-NSW program on students understanding, skills, and attitudes? What are the consequences of the DER-NSW program on students educational outcomes? The project employs an evaluation approach focusing on survey methodology and qualitative evidence. The basic design of the evaluation consists of three data collection phases in each year. Data collected in 2010 is intended to establish a baseline of student and teachers ICT use, knowledge and perceptions. Phase surveys the entire Year 9 student population across the state, as well as all secondary school teachers. Phase includes four school case studies across NSW. Phase is a second survey of the Year 9 student population and all secondary school teachers. The data presented in the following report includes results from the Phase 1 data collection in Responses suggest that teachers were well acquainted with quality teaching methods and they felt they were able provide students with a variety of ways to demonstrate understanding, and they were able to deliver lessons using a range of approaches. Baseline results suggested that teachers generally do not feel confident using laptops in the classroom. At the same time, teachers responses indicate they believe that becoming good at using technology is a matter of gaining experience using the tools over time and that it is important for students to work with computers. The evaluation will examine how, and if: teachers are gaining confident using laptops in their teaching; if the use of laptops impacts on classroom practices; and their method of communication with other teachers, students and parents. Initial results suggest that students are more likely to engage in basic communication and information gathering activities when using ICT, rather than creation activities in their personal ICT use and in the classroom. This said, students indicated positive beliefs about the importance of ICT in their learning. They felt technology was useful in most of their subject areas, but less so in Mathematics. The evaluation will closely examine what types of tasks students are asked to complete in the classroom and if these change over time. Further, relationships between laptop DER-NSW, Baseline data report 1

7 use and students level of engagement in school will be investigated, as well as possible impact upon engagement in school and their intentions beyond school. The report is structured on the following sections: Demographics, School culture, Access to ICT, Knowledge & use of ICT, Learning & teaching with ICT, Bases of achievement in subject areas and Intentions (beyond school). Each of the sections presents student and teacher responses; results are then followed by a summary of findings. The presentation of results is then reviewed in relation to the three research questions. 1 Introduction The Digital Education Revolution NSW (DER-NSW) one-to-one laptop program is part of the Australian Commonwealth Government Digital Education Revolution initiative. The Digital Education Revolution NSW is funded through the National Secondary School Computer Fund and aims to provide a highly specialised wireless laptop to all students in years 9 to 12 by Research has suggested that one-to-one computing programs increase students motivation and engagement in learning, as well as support students to develop the capacity to see connections with what they are learning and the wider world. The NSW Department of Education and Training (NSW DET) has initiated a formal evaluation of the educational impact of the Digital Education Revolution NSW. The project is being conducted as a collaboration between NSW DET and the University of Wollongong (UoW). It is intended that the evaluation will take place over 3 years. The DER-NSW program provides an opportunity to evaluate the impact of laptops on teaching and learning in a large sample of students and teachers. Due to the size of the population, the results have the potential to be generalisable. Findings from this evaluation will guide future directions in the implementation of information and communication technologies into education in NSW government schools. Findings from this evaluation will also be of great interest to the wider field of educational research as one-to-one computing programs are considered in other educational contexts. One focus of the evaluation will be the impact of the one-to-one laptop program on students showing characteristics of low-engagement in learning. Findings from this aspect of the evaluation will be of particular interest to schools in NSW in light of the recently extended school-leaving age in NSW schools. The first goal of the evaluation is to establish student and teacher baseline data establishing their initial ICT access, knowledge and use. The second goal is to explore possible relationships between the DER-NSW one to one laptop program and teachers pedagogical transformation; student, teacher and community engagement and educational outcomes. 1.1 Research questions The three primary research questions explored in this evaluation are: How does the DER-NSW program influence teacher pedagogy? What is the influence of the DER-NSW program on students understanding, skills, and attitudes? DER-NSW, Baseline data report 2

8 What are the consequences of the DER-NSW program on students educational outcomes? 1.2 Background of the study The evaluation has been initiated by the New South Wales DET. NSW DET is the primary stakeholder in the project, as well as schools, students, teachers, school leadership and parents. All aspects of the evaluation including design, implementation, and reporting on the project have been undertaken in consultation with NSW DET. 1.3 Conceptual framework of the study The Australian Commonwealth Government s Digital Education Revolution includes an element called the National Secondary School Computer Fund with the objective of providing students and teachers with information and communication technology (ICT) tools that will support engagement and improve the learning experience (Department of Education, Employment and Workplace Relations 2009a). The National Partnership Agreement on the Digital Education Revolution ion/digital_education_revolution/digital_%20education_%20revolution.pdf) lists the following objective: to achieve technology enriched learning environments to assist students to achieve high quality learning outcomes and productively contribute to our society and economy. (p. 5) and outcomes: There will be a sustained and meaningful change in the way teaching and learning are delivered in Australian secondary schools Access to educational tools of the 21 st century providing stimulating and challenging learning resources for students The teacher workforce will be equipped to effectively utilise ICT in the classroom (p. 6). The funds have been allocated to secondary schools in consultation with the states and territories, and in some states the use of funds have been at the discretion of the schools. New South Wales, however has implemented a state-wide program that will provide every student in years 9 to 12 in government schools with a wirelessly enabled specialist educational laptop through their senior education. Economies of scale have been achieved through centralised purchasing processes providing residual funds to support the program through state-wide wireless network, employment of Technology Support Officers and professional learning and curriculum support for teachers. The Department of Education and Training Office of Schools has taken leadership of the program to ensure that the focus remains on transforming teaching and learning in NSW government schools. At this time the NSW Department of Education and Training is primarily interested in understanding how the one-to-one laptop initiative will influence students DER-NSW, Baseline data report 3

9 engagement in learning, the transformation of teachers pedagogy and engagement with the wider school community. There has been a number of laptop school programs in other countries. A review of programs in Canada, the United States, and Australia has shown the following findings (Learning Cultures Consulting Inc., 2006, p. 8): Attainment of 21st century skills (e.g., critical thinking, problem-solving, team work, communications skills and ICT literacy); Increases in student motivation, engagement, interest, organization, and self-directed learning; Transformation of teacher pedagogy; Increased parental and community involvement and improved home-school communication. While these findings have been consistent across several different initiatives, the success of school change is often reliant on culture and context (Schoen & Teddlie, 2008). Therefore, it will be important to develop an understanding of student, teacher and school community experiences specific to the context of DER-NSW as a whole, as well as individual school experiences in the initiative. While many positive trends have been identified within one-to-one laptop programs, significant limiting issues were also identified with implementation, specifically lack of planning and/or evaluation (Learning Cultures Consulting Inc., 2006, p. 8). In an effort to ensure full realisation of learning and teaching benefits, synchronous and careful evaluation of the DER-NSW laptop program implementation is being undertaken. 1.4 Design of the study The project employs an evaluation approach focusing on survey methodology and qualitative evidence. Using this type of mixed-method design allows for the collection of broad descriptive quantitative population baseline data, which can then guide more detailed qualitative exploration through case studies. The evaluation design is as follows: Year Participants Phase 1 Phase 2 Phase 3 Reports 2010 Teachers & Students (Year 9) Baseline questionnaire Baseline case studies End of Year 1 Questionnaire Baseline survey data All Year 1 data including case studies Year 2 survey data Year 1& 2 data & comparisons 2011 Teachers, Students & Parents (Year 10) Start Year 2 Questionnaire Year 2 Case studies End of Year 2 Questionnaire 2012 Teachers, Students & Parents (Year 11) Start of Year 3 Questionnaire Final Case studies Final Questionnaire Year 3 survey data Year 1-3 data & final comparisons DER-NSW, Baseline data report 4

10 The first part of the evaluation, presents online questionnaires (quantitative survey method) employed to establish year student and teacher baseline data. It is assumed that teachers and students would have unique views about ICT, teaching and learning therefore they are surveyed using questionnaires specific to each group. The data collected provides information about students and teachers ICT knowledge, use and attitudes at the beginning of 2010 prior to allocation of laptops. Note that year is the second cohort of students to receive laptops under the DER-NSW program. Results will also be used to build an understanding of school characteristics for case study selection. The second part of the evaluation will primarily use a case study method (qualitative data). The case studies will focus on developing a better understanding of teachers pedagogical transformation (RQ #1) and students engagement with learning (RQ #2) in relation to the one-to-one laptop program. Finally, a second set of quantitative survey data will be collected and compared with the first data set, as well as students educational outcomes (RQ #3). This process will be repeated in 2011 and 2012 using the same cohort of students as they progress through their schooling as well as their teachers and parents. 1.5 Pilot studies The student and teacher questionnaires were first piloted in December Student Survey A (StuA) was piloted on 93 Year 8 students, Student Survey B (StuB) on 89 year 8 students, Teacher Survey A (TrA) on 20 year 8 teachers, and Teacher Survey B (TrB) on 24 year 8 teachers. Focus groups were conducted to gain feedback from teachers and students on the questionnaire items and intent. The questionnaire data were analysed for reliability and triangulated with focus group data for validity. TrA and TrB were merged into one teacher questionnaire (TrA). Redundant items on the student questionnaires were removed, knowledge items were added to gain a better understanding of students beliefs about content areas (e.g., English, Maths, ICT, etc.), and triangulating items were revised for consistency. Items on StuA and StuB were revised to ensure the language was appropriate for year 9 students. The three questionnaires were piloted a second time at four secondary schools in February StuA was piloted on 137 Year 9 students, StuB on 28 Year y students, and Teacher Survey A (TrA) on 22 senior school teachers. The three questionnaires were then reviewed for redundancy, language and response rates. The final questionnaires can be reviewed in Appendices A-C. DER-NSW, Baseline data report 5

11 2 Conducting Phase 1 of the study 2.1 Research methods and tools Baseline student and teacher data were gathered in Term 1 & 2 of the 2010 school year (March 8 May 31) through three online questionnaires. The questionnaires were available through Survey Monkey. URLs to the questionnaires were made available to year 9 students and all high school teachers through their NSW DET addresses. Participants were notified of the questionnaire in early March. A reminder was sent out to all participants in early May. Baseline student data were gathered through questionnaires StuA and StuB (see Appendices A & B). Most students completed the questionnaires as part of their laptop orientation. The StuA questionnaire addressed students existing access to ICT and knowledge of ICT, as well as their beliefs about core subject areas (e.g. English, Maths, etc.). StuB gathered data about students initial understanding of ICT in learning. Students were randomly allocated by school to either questionnaire StuA or StuB. Baseline teacher data were gathered through questionnaire TrA (see Appendix C). Teachers indicated whether or not they had taught Year 9 in 2009, if they were currently teaching year 9, and if they were teaching Year 10. This data provides a picture of their exposure to the laptop program. Teacher surveys focused on teachers beliefs about ICT integration in learning and teaching, how their beliefs relate to their curriculum areas and their level of engagement with students and the wider school community. Data gathered provides a preliminary or base line view of students and teachers experiences with, and beliefs about, ICT in teaching and learning. The following sections present the baseline data gathered through the questionnaires. Data presentation is based on the thematic structure of the questionnaires. It is important to note, while the measures used to construct the questionnaires have previously been used in NSW schools, comparisons to existing data are not made at this time. DER-NSW, Baseline data report 6

12 3 Presentation of data 3.1 Demographics The following sections present participating students and teachers demographic information. Categorical demographic data allows for analysis by subgroup as well as holistically Student responses Students (StuA #1-4 & StuB #1-4) StuA Q-1. What is your gender? Valid Male Female Total Missing StuA Q-2. Are you of Aboriginal or Torres Strait Islander origin? Valid No Yes, Aboriginal Yes, Torres Strait Islander Yes, both Aboriginal and Torres Strait Islander Total Missing StuA Q-3. Do you speak a language other than English at home? Valid No Yes Total Missing DER-NSW, Baseline data report 7

13 StuA Q-4. How many years have you been at an Australian school? Valid less than 1 year to less than 3 years to 7 years more than 7 years Total Missing StuB Q-1. What is your gender? Valid Male Female Total Missing StuB Q-2. Are you of Aboriginal or Torres Strait Islander origin? Valid No Yes, Aboriginal Yes, Torres Strait Islander Yes, both Aboriginal and Torres Strait Islander Total Missing StuB Q-3. Do you speak a language other than English at home? Valid No Yes Total Missing DER-NSW, Baseline data report 8

14 StuB Q-4. How many years have you been at an Australian school? Valid less than 1 year to less than 3 years to 7 years more than 7 years Total Missing Summary At the time of this data collection, 27,812 students had completed either StuA (n = 14,299) or StuB (n = 13,513). The student population was representative of males and females. A high percentage of students completing StuA spoke a language other than English at home (43.5%), while only 17.7% of students completing StuB indicated speaking another language. This will be investigated in the case studies and the second questionnaire deployment in Term Of the 27,812 students who had completed the two questionnaires at the time of data collection, 1361 (4.9%) self-identified as Aboriginal and/or Torres Strait Islander origin. The size of this sample has the potential to support valid conclusions to be drawn as to the impact of the one to one laptop program on their educational outcomes Teacher responses Teachers (TrA #1-7) TrA Q-1. What is your gender? Valid Male Female Total Missing DER-NSW, Baseline data report 9

15 TrA Q-2. In what area do you predominantly teach? Valid Other English Mathematics Science HSIE PDHPE Creative Arts Technology Languages Total Missing TrA Q-3. Does your current teaching allocation include Year 9? Valid No Yes Total Missing TrA Q-4. Did your 2009 allocation include Year 9? Valid No Yes Total Missing DER-NSW, Baseline data report 10

16 TrA Q-5. How many years have you been teaching? Valid Total Missing TrA Q-6. How long have you been teaching at your current school? Valid Total Missing TrA Q-7. Please choose your role in the school Valid Other (e.g. librarian) Classroom teacher School executive Total Missing Summary At the time of this data collection, 4,604 teachers had completed the survey. The population showed a predictable distribution between males and females. All of the Key Learning Areas (KLAs)s were appropriately represented. The number of teachers whose allocations included Year 9 was consistent from 2009 to Years of teaching was skewed toward 21+ years (37%). This is consistent with recent literature on the aging Australian workforce. Often people DER-NSW, Baseline data report 11

17 assume that teachers take-up of technology integration in the classroom is related to age, that older teachers are less likely to change their practice and integrate technology. While this trend has been disproved by research, the evaluation will explore this cultural perception. 3.2 School culture The following tables present students and teachers beliefs about their school culture. These items intend to create a baseline of general teacher engagement with the school. The teacher survey also includes their experiences in, and beliefs about, the DER-NSW (see p. 16). Longitudinal evaluation will support investigation into the impact of the DER-NSW on student and teacher motivation and engagement, Student responses At my school (StuA #5 & StuB #5) My school is a place where StuA Q-5a. I really like to go each day. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-5b. I find learning is a lot of fun. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 12

18 StuA Q-5c. I am treated with respect by other students. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-5d.... I am given the chance to do work really interests me. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-5e. I have acquired skills that will be of use to me when I leave school. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-5f. I am a success as a student. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 13

19 StuA Q-5g. teachers help me do my best. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5a. I really like to go each day. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5b. I find learning is a lot of fun. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5c. I am treated with respect by other students. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 14

20 StuB Q-5d. I am given the chance to do work really interests me. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5e. I have acquired skills that will be of use to me when I leave school. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5f. I am a success as a student. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuB Q-5g. Teachers help me do my best. W Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 15

21 Summary Students responses on StuA and StuB show generally positive beliefs about the school culture. Results indicate that 72.4% of students completing StuA and 70.5% of students completing StuB, Agreed or Strongly Agreed with really like going [to school] everyday. Further, 66.3% of StuA students and 59.3% of StuB students Disagreed or Strongly Disagreed that learning was a lot of fun. While the majority of students feel positively about school, there is a considerable portion of student participants who do not. This portion of the population will be investigated in the case studies and looked at more carefully in the second and third surveys Teacher responses (TrA #19) Your views TrA Q-19a. The way that I communicate with students, other teachers, and/or parents has changed with my participation in the laptop program. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19b. I enjoy coming to work. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 16

22 TrA Q-19c. I feel that I have a voice in school decision-making processes. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19d. I feel that I am respected in the school community. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19e. I feel successful as a teacher. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19f. I have had the opportunity to participate in training where I learned to use effective learning and teaching strategies. Valid Strongly Disagree Disagree Agree Strongly Agree Total DER-NSW, Baseline data report 17

23 Missing TrA Q-19g. I feel that the school leaders (e.g. principal) support the DER-NSW one-to-one laptop program. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19h. I feel that I have the necessary skills to use the laptops to my everyday teaching. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19i. I have had the opportunity to participate in training where I learned to use the software on the laptops. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 18

24 TrA Q-19j. I have had the opportunity to participate in training to use ICT as an effective learning and teaching tool. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19k. I feel that the school has provided appropriate support structures to assist with concerns or problems involving use of the laptops. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19l. I feel confident enough to take risks when planning how to use the laptops in my teaching. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 19

25 TrA Q-19m. I feel that I am able to ask other teachers for help with technical issues when using the laptops (e.g. questions about software, printing, etc.). Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19n. I feel that I am respected in my subject-area faculty. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19o. I feel that I am able to ask other teachers for advice about effective learning and teaching strategies when using the laptops. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 20

26 TrA Q-19p. I feel that training opportunities to learn about using and integrating the laptops in my teaching are easily accessible. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19q. I feel confident that I can effectively use the laptop in my classes. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing TrA Q-19r. I have become more enthusiastic about teaching as I have participated in the laptop program. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing Summary Generally, teachers enjoyed coming to work (87.2% Agree or Strongly Agree) and 88.2% Agreed or Strongly Agreed that they were respected in the school community. Teachers experiences in the DER-NSW were mixed. For example, 60.1% of teachers did not feel their method of communication had changed through participation in the DER-NSW (TrA Q-19a). The majority (90%) of teachers felt the program was well supported by school leadership (TrA Q-19g), but only 51.4% of respondents felt training opportunities about integrating the laptops were DER-NSW, Baseline data report 21

27 accessible (TrA Q-19p). Nearly one-third (30.3%) of the teachers Disagreed or Strongly Disagreed that they felt confident using the laptops in their teaching (TrA Q-19q). These themes and others will be followed closely in the case studies and subsequent surveys. The possibility of bias in teachers responses will be investigated in the case studies, particularly when teachers are reporting on school leadership. The correlation of school leadership and program effectiveness will also be investigated in future aspects of the evaluation. 3.3 Access to ICT The following tables present student and teachers computer access and use at home and in school. As the evaluation progresses data will be gathered to see if student and teacher patterns of access change, as they participate in the DER-NSW. Data collected with these items will support analysis of relationships between access to laptops engagement and motivation in learning, communication patters, as well as achievement Student Responses Students computer use (StuA #6-12 & StuB #6-7) StuA Q-6. Do you have access to a computer at home? Valid No Yes Total Missing StuA Q-7. Is this home compute connected to the internet? Valid No Yes I don't know Total Missing StuA Q-8. Do you ever use a computer outside of school other than at home? Valid No Yes Total Missing DER-NSW, Baseline data report 22

28 StuA Q-9. Is this outside computer connected to the internet? Valid No Yes I don't know Total Missing StuA Q-10. How often do you use a computer at school? Valid Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuA Q-11. Where do you use a computer at school? Frequency Percent Valid % Valid In a classroom Missing Valid In a computer lab Missing Valid Other DER-NSW, Baseline data report 23

29 StuA Q-12. How often do you use a computer outside of school? Valid Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuB Q-6. Where do you use computers? Valid I don t use computers at all Missing Valid At school Missing Valid At home Missing Valid Other DER-NSW, Baseline data report 24

30 StuB Q-7. How often do you use a computer at school? Valid Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing Teacher Responses Teachers computer use (TrA, #8-9) TrA Q-8. How often do you use a computer at school for any reason? Frequency Valid Percent Valid Never times a year 2.0 Once a term times a month 8.2 Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 25

31 TrA Q-9. How often do you use a computer outside of school? Frequency Valid Percent Valid Never times a year 6.1 Once a term 3.1 Once a month times a month 13.3 Once a week times a week Once a day Many times a day Total Missing Summary StuA results show that most students already have access to a computer at home (95.4%) and it is usually connected to the internet (91.9%). On StuA 28.8% of students indicated they use a computer at school 1-3 times a week and 27.8% on StuB. StuA results showed 21.6% of students using a computer once a day or many times a day in school, 31.7% on StuB. We would expect to see significant increases in these numbers with use of the laptops. Teachers responses show that 92.5% use computers many times a day in school. Out of school, 91% use a computer outside of school once a day or many times a day. 3.4 Knowledge & use of ICT The following sections present student and teachers beliefs about technology in teaching and learning (e.g. how important it is to use ICT in your work), how well they feel they could complete certain tasks using ICT tools, and how often they perform these tasks for teaching or learning. The types of tasks using ICT tools are loosely broken up into three categories: organization and communication (e.g. take notes, send s, etc.); research and use of information (e.g. research information on people, things or ideas; edit written work; download images, etc.); or create content (e.g. write a first draft; create your own webpage; create a database or spreadsheet; etc.). DER-NSW, Baseline data report 26

32 3.4.1 Student responses Students computer use (StuA #14-16) Think about your experience with computers... StuA Q-14a. It is very important to me to work with a computer. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-14b. I think working with a computer is fun. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing StuA Q-14c. I use a computer because I am very interested. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing DER-NSW, Baseline data report 27

33 StuA Q-14d. Time goes by quickly when I am working with a computer. Valid Strongly Disagree Disagree Agree Strongly Agree Total Missing How well could you... StuA Q-15a. Write a first draft (e.g. writing in word rather than on paper first). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15b. Edit your written work (i.e. analysing writing, spell checking, etc.). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15c. Take notes (e.g. recording notes in class). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing DER-NSW, Baseline data report 28

34 StuA Q-15d. Write, send and receive s. Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15e. Social network (e.g. Facebook, MySpace, etc.). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15f. Post comments to a website online (e.g. respond to blogs, news articles, etc). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15g. Update or maintain a blog. Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing DER-NSW, Baseline data report 29

35 StuA Q-15h. Organise your work (e.g. create file folders, task lists, keep a calendar, etc). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15i. Research information on people, things, or ideas (e.g. Google, Wikipedia, etc). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15j. Create simple PowerPoint presentations. Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15k. Create multi-media presentations (e.g. using sound, pictures, video, etc.). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing DER-NSW, Baseline data report 30

36 StuA Q-15l. Make a podcast. Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15m. Download images (e.g. from the internet). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15n. Download pictures (e.g. from a digital camera, mobile phone, etc). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15o. Create your own webpage. Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing DER-NSW, Baseline data report 31

37 StuA Q-15p. Create a movie (e.g. imovie or MovieMaker). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15q. Enter data into a database or spreadsheet (e.g. putting numbers into Microsoft Excel, etc.). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15r. Use a spreadsheet to plot a graph (e.g. create a line graph in Microsoft Excel). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing StuA Q-15s. Create a database or spreadsheet (e.g. Excel, Access, etc.). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing DER-NSW, Baseline data report 32

38 StuA Q-15t. Create your own compute program (e.g. Logo, Basic, etc). Valid I don't know what this means I know what this means but I can't do it I can do this with help from someone I can do this very well by myself Total Missing How often do you... StuA Q-16a. Write a first draft (e.g. writing in word rather than on paper first). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 33

39 StuA Q-16b. Edit your written work (i.e. analysing writing, spell checking, etc.). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuA Q-16c. Take notes (e.g. recording notes in class). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 34

40 StuA Q-16d. Write, send and receive s. Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuA Q-16e. Social network (e.g. Facebook, MySpace, etc.). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 35

41 StuA Q-16f. Post comments to a website online (e.g. respond to blogs, news articles, etc). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuA Q-16g. Update or maintain a blog. Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 36

42 StuA Q-16h. Organise your work (e.g. create file folders, task lists, keep a calendar, etc). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing StuA Q-16i. Research information on people, things, or ideas (e.g. Google, Wikipedia, etc). Valid I don't know what this means Never times a year Once a term Once a month times a month Once a week times a week Once a day Many times a day Total Missing DER-NSW, Baseline data report 37