Examining Teacher Technology Use

TLDR

Access to computer‑based technology in schools is increasing, prompting a focus on preparing teachers for instructional technology use. The study defines six categories of instructional technology use and investigates how teachers employ technology for preparation, communication, instruction, and learning activities. Survey data from 2,894 teachers in 22 Massachusetts districts were analyzed to assess technology use inside and outside the classroom. Teachers use technology more for preparation and communication than for instruction or learning activities, and new teachers are more comfortable and use it more for preparation, whereas experienced teachers use it more in classroom instruction and student engagement.

Abstract

As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine the extent to which technology is used in and out of the classroom for instructional purposes. In addition to defining six specific categories of instructional use of technology, this study provides evidence that teachers generally use technology more for preparation and communication than for delivering instruction or assigning learning activities that require the use of technology. Important differences, however, were found among teachers who were new to the field compared with their more experienced colleagues. Although new teachers reported higher levels of comfort with technology and use it more for preparation, more experienced teachers report using technology more often in the classroom when delivering instruction or having students engage in learning activities.