www.mktintelgroup.com Proposal to Understand Physician Attitudes Regarding Preventive Health Screenings Teachers Dream Classroom March 31, 2016 A research report prepared for: Page 1
INSERT IMAGE Introduction Teachers Dream Classroom Survey Page 2
Research Purpose & Methodology Purpose The purpose of this research is to better understand the use of technology in the classroom and how technology can enrich the classroom experience by meeting the needs and expectations of teachers. Areas of investigation include: Identifying ways technologies enriches the classroom experience Levels of satisfaction and frustration with technology currently available in the classroom Most important roles for technology to play in the classroom Elements needed to achieve the dream classroom, and Technologies used in the classroom today Methodology This research was conducted online among a random sample of 400 teachers, split evenly between middle school teachers (grades 6-8) and high school teachers (grades 9-12). In order to qualify for the research, respondents must have been teachers who primarily teach in grades 6 th through 8 th or 9 th through 12 th. Fieldwork was conducted by Market Intel Group between March 14 and March 21, 2016. The margin of error associated with the sample of n=400 is +/- 4.9% at a 95% confidence level. A profile of survey participants is included in the appendix to this report. Page 3
INSERT IMAGE Executive Summary Teachers Dream Classroom Survey Page 4
Executive Summary Majority of teachers believe that technology enriches the classroom experience, especially by creating more opportunities for research projects and enabling students to learn better through a combination of direct instruction from teachers and learning on their own via online resources. According to teachers, the top three most important roles technology should play in the classroom are, in rank order: providing a variety of learning tools or modalities, making the learning experience more engaging, and diversifying the learning experience. Just over one-half of teachers describe the technology used in their classrooms as being very current and up-to-date. Another four-in-ten consider their technology to be a little behind the times. Only 16% of teachers give their school an A grade for integrating technology into the classroom; over one-half grade their school with a B. According to teachers, the key elements needed to help achieve their dream classroom are, in rank order: more time in the school day to plan, research and collaborate, new and different strategies to engage students, such as blended learning, and better/more technology in the classroom. A majority of teachers are satisfied with the role technology is playing in the classroom and with how well technology in their classrooms help facilitate learning; however, most are only somewhat satisfied. Page 5
Executive Summary (continued) While a number of frustrations with technology in the classroom were expressed, not having sufficient time to incorporate technology into the classroom is the greatest frustration (particularly for 9 th to 12 th grade teachers). Less than half of teachers feel the technology available in their classrooms is definitely helping them achieve their teaching objectives; a slightly larger proportion considers classroom technology to be only somewhat helpful. Internet access is the top technology used in the classroom. However, according to teachers, laptops or Chromebooks are the most effective technology used in the classroom overall. Students not having access to technology at home does impact teachers and their ability to incorporate technology and online assignments into homework. However, the vast majority of teachers agree that technology provides a greater ability to teachers to tailor lessons and homework assignments to the individual needs of each student. On average, teachers spend 10 hours per typical school day on school related work and activities with one-third of their time spent performing administrative tasks. If teachers had more time in the school day, the top areas they would focus on are helping students who are struggling, creative lesson development, and tailoring lessons to students. Page 6
INSERT IMAGE Detailed Findings Teachers Dream Classroom Survey Page 7
Ways Technology Enriches Classroom Experience Over 70% of teachers feel that technology enriches the classroom experience by creating more opportunities for research projects and students learn better through a combination of direct instruction and learning on their own via online resources. 6 th through 8 th grade teachers are more likely to feel that students respond better to more technology and that online games and puzzles make learning fun. A higher percentage of teachers in suburban and rural-based schools than urban-based teachers cite numerous ways technology enriches the classroom experience. Grade Taught School Location Creates more opportunities for research projects Students learn better through a combination of direct instruction and learning on their own Ability to personalize learning for each student Internet access creates more cross-curricular activities Students respond better with more technology used Online games and puzzles makes learning fun Makes teachers more productive Better engagement between students and teacher Results in better independent study Students prefer online materials 73% 71% 67% 64% 61% 60% 57% 52% 49% 45% 6 th 8 th 9 th -12 th Urban Suburban Rural 74% 72% 69% 76% 70% 76% 67% 62% 75% 76% 69% 64% 68% 67% 64% 62% 65% 56% 68% 63% 66% 55% 59% 61% 63% 65% 55% 57% 60% 66% 54% 60% 58% 53% 65% 51% 53% 54% 53% 46% 47% 51% 48% 53% 39% 49% 41% 42% 49% 40% 0% 20% 40% 60% 80% Q.1 Which of the following do you think are ways technology (hardware, software, Internet access, etc.) enriches the classroom experience? (n=413) Page 8
Most Important Roles for Technology in the Classroom According to teachers, the most important role technology should play in the classroom is to provide a variety of learning tools or modalities. This is ranked as the #1 role overall (26%) and most important in the list of top three (62%). Making the learning experience more engaging (54%) and diversifying the learning experience (48%) are #2 and #3, respectively, in terms of importance. To provide a variety of learning tools and modalities Ranked #1 Ranked #2/3 Top 3 Total 26% 36% 62% Top 3 Total by Grade Taught 6 th 8 th 9 th -12 th 61% 64% To make the learning experience more engaging 21% 34% 54% 58% 51% To diversify the learning experience through the use of online materials 17% 31% 48% 48% 48% To personalize learning 12% 20% 32% 36% 28% To engage students 9% 26% 35% 35% 35% To give students access to the most up-to-date content 6% 14% 20% 15% 25% To provide data that can be used to inform instruction, create learning groups, etc. 5% 24% 29% 31% 27% To give teachers and students access to information on the Internet 4% 14% 18% 15% 22% 0% 20% 40% 60% 80% Q.5a/b/c In your opinion, what role should technology play in the classroom? (n=413) Page 9
Current State of Technology Used in the Classroom Just over one-half of teachers (52%) describe the technology used in their classrooms as being very current and up-to-date. Another four-in-ten (41%) consider their technology to be a little behind the times. When it comes to assigning a grade to their school for integrating technology into the classroom, only 16% of teachers give their school an A grade and over one-half (53%) grade their school with a B. Of those who graded their technology integration as an A, almost all (97%) feel their technology is very up-todate. While 3 out of 5 teachers who gave a grade of C or below felt their school s technology is a little behind the times. 6% 1% Very current and up-to-date A little behind the times 60% Grade Given to School for Integrating Technology into the Classroom 53% Pretty Dated 40% 41% 52% Very dated 24% 20% 16% Q.6 Which one of the following best describes the technology used by you and your students in the classroom? (n=413) 0% 5% 2% A B C D F Q.7 If you had to give your school a grade when it comes to integrating technology into the classroom to facilitate student achievement, what would it be? (n=413) Page 10
Key Elements Needed to Achieve Dream Classroom According to teachers, the key element needed to help achieve their dream classroom is more time in the school day to plan, research and collaborate (61%). Second, at 54% in terms of importance, is new and different strategies to engage students, such as blended learning followed by better/more technology in the classroom at 47%. More time in the school day to plan, research resources, collaborate with colleagues New and different strategies to engage students, such as blended learning Better/more technology in the school/classroom Ranked #1 Ranked #2/3 Top 3 Total 19% 17% 28% 30% 35% 33% 47% 54% 61% Top 3 Total by Grade Taught 6 th 8 th 9 th -12 th 59% 63% 54% 54% 51% 43% More financial resources 15% 24% 39% 38% 40% More frequent updates to educational materials 8% 20% 28% 30% 25% Better/more online resources from educational publishers/providers 6% 22% 28% 26% 29% Better/more professional development 3% 21% 24% 21% 28% More personnel resources 3% 11% 15% 15% 14% Other 4% 2% 2% 0% 20% 40% 60% 80% Q.9a/b/c Recognizing that resources are limited, what are the key elements needed to help achieve your "dream classroom"? (n=413) 4% 4% Page 11
Satisfaction with Tools and Technology in the Classroom A majority (86%) of teachers are satisfied with how well the tools and technology in their classrooms help facilitate learning; however, most are only somewhat satisfied. Teachers who give their schools an A grade for integrating technology into the classroom are significantly more likely to be very satisfied. Grade Taught Technology Grade Very satisfied 22% 6 th 8 th 9 th -12 th A B C/Less 24% 19% 62% 20% 5% Somewhat satisfied 64% 59% 69% 37% 78% 52% Not too satisfied 11% 13% 10% 2% 2% 32% Not at all satisfied 3% 4% 2% 0% 0% 10% 0% 20% 40% 60% 80% Q.2 How satisfied are you with how well the tools and technology in the classrooms in your school help facilitate student learning? (n=413) Page 12
Satisfaction with Role Technology is Playing in Classroom A slight majority of teachers (58%) are only somewhat satisfied with the role technology is currently playing in the classroom. This is being primarily driven by teachers who graded their schools integration of technology with a B or lower. 84% of teachers who graded their schools integration of technology with a C or lower are somewhat or not too satisfied with the role technology is currently playing in the classroom. Grade Taught Technology Grade Very satisfied 23% 6 th 8 th 9 th -12 th A B C/Less 23% 23% 58% 21% 8% Somewhat satisfied 58% 57% 60% 38% 69% 50% Not too satisfied 16% 18% 14% 0% 10% 34% Not at all satisfied 3% 3% 3% 3% 0% 9% 0% 20% 40% 60% 80% Q.4 How satisfied are you with the role technology is currently playing in your classroom? (n=413) Page 13
Engagement of Students in the Classroom Almost all teachers (95%) feel their students are very or somewhat engaged in the classroom. Teachers who graded their schools with an A for integrating technology into the classroom are significantly more likely to rate their students as being very engaged. Teachers who graded their schools integration of technology with a B or lower do not feel the students are as engaged in the classroom. Grade Taught Technology Grade Very engaged 35% 6 th 8 th 9 th -12 th A B C/Less 37% 34% 57% 35% 23% Somewhat engaged 60% 60% 61% 42% 64% 64% Not too engaged 4% 3% 4% 2% 1% 9% Not at all engaged 1% 0% 1% 0% 0% 3% 0% 20% 40% 60% 80% Q.3 In general, how engaged are students in your classroom? (n=413) Page 14
Greatest Frustration with Technology in the Classroom While there are a number of frustrations with technology in the classroom, not having sufficient time to incorporate technology into the classroom is the greatest frustration (20%); this is particularly the case for 9 th to 12 th grade teachers. Teachers of 9 th through 12 th grade students are also slightly more frustrated by technology being a distraction (17%, compared to 10% for 6 th through 8 th grade teachers). Grade Taught Not enough time in a class period/school day to incorporate technology 20% 6 th 8 th 9 th -12 th 17% 23% Not enough tech support Technology is a distraction Not enough access to technology Not enough training to use technology Not sure how to integrate technology into daily classroom activities Technology is outdated Don't have the right resources to provide any value 5% 15% 14% 13% 11% 9% 8% 17% 13% 10% 17% 12% 13% 12% 10% 12% 6% 8% 8% 5% 5% 0% 5% 10% 15% 20% 25% Q.10 What is your greatest frustration when it comes to technology (hardware, software, Internet access, etc.) in the classroom today? (n=413) Page 15
Technology Helping Achieve Teaching Objectives Four-in-ten teachers (40%) feel the technology available in their classrooms is definitely helping them achieve their teaching objectives; fifty-one percent consider their classroom technology to be only somewhat helping them achieve their objectives. 80% of teachers who graded their technology as an A definitely feel technology helps them achieve teaching objectives. This percentage drops significantly based upon the grade given to technology integration to 44% by those who graded technology integration a B and to 12% for those that gave a grade of C or below. Grade Taught Technology Grade Yes, definitely 40% 6 th 8 th 9 th -12 th A B C/Less 38% 43% 80% 44% 12% Yes, only somewhat 51% 53% 49% 17% 53% 64% No, not really 8% 9% 7% 2% 2% 22% No, not at all 1% 0% 1% 2% 0% 2% 0% 20% 40% 60% 80% Q.8 Is the technology available in your classroom today helping you achieve your teaching objectives? (n=413) Page 16
Technologies/Equipment Used in the Classroom At 82%, Internet access is the top technology used in the classroom. However, overall, it is not considered to be the most effective Laptops or Chromebooks are the most effective technology used in the classroom overall (24%) and according to 6 th through 8 th grade teachers (27%). High school teachers do consider the Internet their most effective technology (22%) edging out Laptops or Chromebooks (20%). Internet access Technologies Used 82% Most Effective Technology Total 6-8 th Grade 9 th -12 th Grade 19% 17% 22% Laptops or Chromebooks LCD projector Interactive whiteboard or similar technology Regular printers Software (instructional, supplemental, assessment) Desktop computers 60% 54% 50% 48% 47% 45% 24% 27% 20% 15% 16% 13% 17% 16% 18% 0% 1% 0% 7% 5% 8% 7% 8% 5% Tablets 31% 7% 8% 5% 3D printer Other 3% 2% 0% 20% 40% 60% 80% 100% 0% 0% 0% 0% 0% 0% Q.11 Which of the following technologies and equipment do you use in your classroom? (n=413) Q.12 Of the technology and equipment you use in the classroom, which one do you feel is the most effective technology product? (n=413) Page 17
Impact of Students Not Having Access to Technology at Home Students not having access to technology at home does impact teachers and their ability to incorporate technology and online assignments into homework 80% rate this as having a significant or some impact. Teachers in urban schools are more impacted by students not having access to technology at home (91%, compared to 75% for suburban and 79% for rural school teachers. Grade Taught Technology Grade School Location 6 th 8 th 9 th -12 th A B C/Less Urban Suburban Rural Significant impact 38% 39% 38% 54% 35% 36% 42% 36% 38% Some impact 42% 42% 42% 29% 47% 41% 49% 39% 41% Not much of an impact 15% 14% 16% 9% 13% 21% 9% 18% 16% No impact at all 4% 4% 4% 6% 5% 2% 0% 6% 4% 0% 20% 40% 60% 80% Q.13 How much of an impact do students not having access to the Internet and/or computers at home have on your ability to incorporate technology and online assignments into homework? (n=413) Page 18
Challenge Delivering Personalized Learning Experiences Over three-fourths of teachers (78%) find it very or somewhat challenging to personalize learning experiences for students who require more support. Teachers over the age of 35 or those teaching for more than ten years are more likely to find it very challenging to personalize learning experiences for students who require more support. Teacher Age # Years Teaching Very challenging 26% Under 35 35+ 10 or Less More than 10 22% 30% 22% 31% Somewhat challenging 52% 49% 53% 52% 51% Not too challenging 16% 23% 12% 21% 10% Not at all challenging 4% 5% 3% 4% 4% Not applicable 2% 2% 2% 1% 2% 0% 20% 40% 60% Q.14 How much of a challenge is it for you to deliver personalized learning experiences for students who need more support, such as below grade-level readers, English language learners and students with special needs? (n=413) Page 19
Technology s Ability to Tailor Lessons to Individuals Student Needs The vast majority (91%) agree with the statement Technology provides a greater ability to teachers to tailor lessons and homework assignments to the individual needs of each student. Teachers aged 35+ are significantly more likely than their younger counterparts to strongly agree with this statement. Teacher Age # Years Teaching Strongly agree 40% Under 35 35+ 10 or Less More than 10 34% 44% 38% 43% Somewhat agree 51% 59% 45% 56% 45% Somewhat disagree 7% 5% 9% 4% 11% Strongly disagree 1% 1% 0% 1% 0% 0% 20% 40% 60% Q.15 How much do you agree with the statement "Technology provides a greater ability to teachers to tailor lessons and homework assignments to the individual needs of each student"? (n=413) Page 20
Time Spent Per Day on School-Related Activities Teachers put in long days! On average, the number of hours in a typical school day spent on school related work and activities is 10 hours. On average, one-third (33%) of a teacher s daily time is spent performing administrative tasks. 8 hours or less 16% Percent of Hours Spent on Administrative Tasks 9 hours 19% 20% or less 18% 21% to less than 25% 9% 10 hours 32% 25% to less than 30% 14% 11 hours 12 or more hours 13% 18% Average # Hours/Day Spent on School- Related Activities: 10 30% to less than 40% 29% 40% or more 29% Average 33% 0% 10% 20% 30% 40% Q.16 For this question, please think about your typical school day, not just the time teaching but also the time you spend at school before classes start and after classes, as well as school-related work you do from home after school and in the evening. When you think about all the school-related work you perform in a typical day, how many hours of your 24-hour day are spent on school-related activities? (n=413) Q.17 And of the hours you spend in a typical day on school-related activities, approximately how many of those hours is spent on what you consider to be administrative tasks, such as grading homework and tests, creating homework assignments, reviewing what was already taught, etc.? (n=413) Page 21
Priorities If Had More Time in School Day If teachers had more time in the school day, the most important area they would focus on is helping students who are struggling (56%). Next, in terms of importance would be creative lesson development (39%) and tailoring lessons to students (34%). Significantly more 6 th through 8 th grade teachers prioritize tailoring lessons to students than do 9 th through 12 th grade teachers. Ranked #1 Ranked #2 Top 2 Total Top 2 Total by Grade Taught 6 th 8 th 9 th -12 th Helping students who are struggling 33% 23% 56% 52% 60% Creative lesson development 22% 17% 39% 37% 42% Tailoring lessons to students 17% 17% 34% 41% 26% Teaching subjects/skills that I don't have time to adequately address 10% 17% 27% 29% 26% Providing new challenges to students who are thriving 8% 13% 21% 20% 22% Student coaching and mentoring 8% 10% 18% 19% 16% Professional development 4% 3% 4% 0% 20% 40% 60% Q.18a/b If you had more time in the school day to focus on other areas, which one would you prioritize as being most important? What would be second most important? (n=413) Page 22
Familiarity and Usage of Blended Learning Seven-in-ten teachers (71%) are very or somewhat familiar with the concept of blended learning; however, most are only somewhat familiar. When prompted with a definition of blended learning (students learn using a combination of direct instruction from teachers and learning on their own using online solutions), just over onehalf of teachers (51%) indicate they are currently using blended learning. Of those teachers who do use blended learning, only half (50%) feel they were effectively trained to teach in a blended learning setting. Familiarity with Blended Learning Usage of Blended Learning Effectively Trained in Blended Learning 21% 8% Very familiar 17% 54% Somewhat familiar Not too familiar Not at all familiar 43% 6% 51% Yes No Don't know 46% 4% 50% Yes No Don't know Q.19 How familiar are you with the concept of blended learning? (n=413) Q.20 With blended learning, students learn using a combination of direct instruction from teachers as well as on their own using online learning solutions. Does your school currently use blended learning? (n=413) Q.21 Do you feel that you were effectively trained to teach in a blended learning setting? (n=209) Page 23
Usage of Online Resources for Testing When asked about the usage of digital and online resources for the creation, administration, and scoring of tests, less than one-half of teachers are currently using these resources in the testing process. The most popular current use of online resources (at 45%) is for the creation of tests instead of the teachers creating them on their own. Roughly three-in-ten indicate that, in the future, they are likely to use digital and online resources for the creation, administration, and scoring of tests. % Currently/Likely To Currently/Likely = 72% Grade Taught Technology Grade 6 th 8 th 9 th -12 th A B C/Less Administering digital/online tests instead of paper tests 40% 32% 24% 4% 78% 67% 82% 74% 64% Currently/Likely = 71% Using an online resource to create tests for you over creating your own tests 45% 26% 24% 5% 74% 69% 77% 75% 62% Currently/Likely = 65% Having tests auto-scored online as opposed to grading tests by hand yourself 33% 32% 32% 3% 66% 63% 78% 66% 55% 0% 20% 40% 60% 80% 100% Currently doing this Likely to do in the near future Don't expect to be doing this in the near future Not sure Q.22a/b/c Are you currently or, in the near future, doing any of the following? (n=413) Page 24
INSERT IMAGE Appendix: Profile of Teachers Surveyed Teachers Dream Classroom Survey Page 25
Teacher Profile Grades Primarily Taught 6 th to 8 th grade 50% 9 th to 12 th Grade 50% Subjects Taught Math 45% English Language Arts 40% History/Social Studies 35% Science 30% Gender Female 73% Male 27% Age Under 30 21% 30 to 34 21% 35 to 40 19% 41 to 45 15% 46 and older 24% Average age 38.5 Years of Teaching Experience 5 or fewer 24% 6 to 10 30% 11 to 15 18% 16 to 20 12% 21 or more 17% Average # years 12.0 Type of School Public 87% Private 8% Charter 3% Catholic 1% Location of School Urban 28% Suburban 53% Rural 19% Region Northeast 26% North Central 21% South 33% West 20% Page 26
Dan Soulas Managing Director T +1 610 283 7213 E dan.soulas@mktintelgroup.com