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School districts across the country are finding ways to stretch their budget to bring technology into the classroom. New technology surfaces everyday, providing answers with just a click away. This article talks about how teachers are concerned about the students being able to think and analyze critically with the use of so many devices today. However, teachers feel technology does help with research skills.

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This article states that technology does not replace the basic understanding of skills, rather it helps to enhance the skills using a different tool. Technology can be referred to as the use of calculators, programmable hand-held devices, tutorial software, interactive soft-ware, and Internet resources. Technology does not remain the same, it's always growing and changing.

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A survey was conducted and found that digital schools are widely used in classrooms and assignments. Mobile technology is growing in classrooms and the study found that 73% of teachers in the middle and secondary schools use cell phones in their classroom or to complete assignments.

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Pew Research Center: Internet, Science & Tech

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A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers.

In addition, they report that there are striking differences in the role of technology in wealthier school districts compared with poorer school districts and that there are clear generational differences among teachers when it comes to their comfort with technology and its use in their classrooms.

Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work:

92% of these teachers say the internet has a "major impact" on their ability to access content, resources, and materials for their teaching

69% say the internet has a "major impact" on their ability to share ideas with other teachers

67% say the internet has a "major impact" on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students

At the same time, 75% of AP and NWP teachers say the internet and other digital tools have added new demands to their lives, agreeing with the statement that these tools have a "major impact" by increasing the range of content and skills about which they must be knowledgeable. And 41% report a "major impact" by requiring more work on their part to be an effective teacher.

AP and NWP teachers bring a wide variety of digital tools into the learning process, including mobile phones, tablets, and e-book readers

The survey reveals the degree to which the internet and digital technologies, particularly mobile phones, suffuse teaching activities. Laptops and desktops are central, but they note mobile technology use has also become commonplace in the learning process:

73% of AP and NWP teachers say that they and/or their students use their mobile phones in the classroom or to complete assignments

45% report they or their students use e-readers and 43% use tablet computers in the classroom or to complete assignments

Teachers most commonly use digital tools to have students conduct research online, which was the focus of an earlier report based on these data. It is also common for these teachers to have students access (79%) and submit (76%) assignments online. More interactive online learning activities, such as developing wikis, engaging in online discussions, and editing work using collaborative platforms such as GoogleDocs, are also employed by some of the teachers in the sample.

Overall, 62% of AP and NWP teachers feel their school does a "good job" supporting teachers' efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area. Still, 85% of these teachers seek out their own opportunities to learn new ways to effectively incorporate these tools into their teaching.

Teachers worry about digital divides, though they are split about the impact of digital tools on their students

These teachers see disparities in access to digital tools having at least some impact on their students. More than half (54%) say all or almost all of their students have sufficient access to digital tools at school, but only a fifth of these teachers (18%) say all or almost all of their students have access to the digital tools they need at home.

Teachers of the lowest income students are the least likely to say their students have sufficient access to the digital tools they need, both in school and at home. In terms of community type, teachers in urban areas are the least likely to say their students have sufficient access to digital tools IN SCHOOL, while rural teachers are the least likely to say their students have sufficient access AT HOME.

Overall, while many AP and NWP teachers express concern about growing disparities across schools and school districts, they are divided as to whether access to digital tools is leading to greater disparities among their students. A large majority of these teachers (84%) agree to some extent with the statement that "Today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts." However, asked whether today's digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.

Teachers of the lowest income students experience the impact of digital tools in the learning environment differently than teachers whose students are from more affluent households

AP and NWP teachers' experiences with using digital tools in their teaching vary in some notable ways depending on the socioeconomic status of the students they teach. Among these findings:

70% of teachers working in the highest income areas say their school does a "good job" providing teachers the resources and support they need to incorporate digital tools in the classroom, compared with 50% of teachers working in the lowest income areas

73% of teachers of high income students receive formal training in this area, compared with 60% of teachers of low income students

56% of teachers of students from higher income households say they or their students use tablet computers in the learning process, compared with 37% of teachers of the lowest income students

55% of teachers of higher income students say they or their students use e-readers in the classroom, compared with 41% teaching in low income areas

52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students

39% of AP and NWP teachers of low income students say their school is "behind the curve" when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area

56% of teachers of the lowest income students say that a lack of resources among students to access digital technologies is a "major challenge" to incorporating more digital tools into their teaching; 21% of teachers of the highest income students report that problem

49% of teachers of students living in low income households say their school's use of internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that

33% of teachers of lower income students say their school's rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households

There are notable generational differences in how teachers experience the impact of digital technologies in their professional lives

As is the case among the full adult population, differences in technology use emerge between older and younger teachers. Specifically:

Teachers under age 35 are more likely than teachers age 55 and older to describe themselves as "very confident" when it comes to using new digital technologies (64% vs. 44%)

Conversely, the oldest teachers (age 55 and older) are more than twice as likely as their colleagues under age 35 to say their students know more than they do about using the newest digital tools (59% vs. 23%)

45% of teachers under age 35 have their students develop or share work on a website, wiki or blog, compared with 34% of teachers ages 55 and older

Younger teachers are also more likely than the oldest teachers to have students participate in online discussions (45% v. 32%) and use collaborative web-based tools such as GoogleDocs to edit their work (41% v. 34%)

Younger teachers are more likely to "very often" draw on colleagues for ideas about how to use new technologies in the classroom (22% of teachers under age 35 do this), when compared with teachers age 35-54 (16%) and teachers age 55 and older (13%)

At times, teachers' own use of digital tools can run counter to their concerns about and perceptions of student use

In an earlier report on these data, we found that teachers expressed some concerns about what they saw as students' overreliance on search engines to find information and complete research projects. In their words, their students increasingly "equate research with Googling," and use search engines in lieu of more traditional sources without sufficient ability to judge the quality of information they find online. Regarding students' use of search engines, the survey found:

76% of AP and NWP teachers "strongly agree that "search engines have conditioned students to expect to be able to find information quickly and easily"

83% agree that "the amount of information available online today is overwhelming for most students"

71% agree that "today's digital technologies discourage students from finding and using a wide range of sources for their research"

60% agree with the notion that "today's digital technologies make it harder for students to find and use credible sources of information"

Yet, the survey also confirms that search engines, and Google in particular, are key resources for AP and NWP teachers. Specifically:

99% of AP and NWP teachers use search engines to find information online

90% name Google as the search tool they use most often

Virtually all AP and NWP teachers (99%) use the internet "to do work or research for their job"

Almost three-quarters (73%) of AP and NWP teachers are "very confident" in their online search abilities

These results indicate that while these teachers are concerned about how their students use the internet in general-and search engines in particular-to find information, they are confident in their own ability to use these tools effectively.

In a similar vein, AP and NWP teachers use the online encyclopedia tool Wikipedia at much higher rates than U.S. adult internet users as a whole (87% vs. 53%). Wikipedia relies on user-generated, crowd-sourced content, a process that sometimes calls into question the accuracy of its information. In focus groups with teachers and students prior to the survey, Wikipedia was often noted as a tool teachers discourage or bar students from using because of concerns about the reliability of its content.

The internet and digital tools also play a key role in classroom preparation and professional networking

Digital tools are critical to AP and NWP teachers' lesson preparation, networking and professionalization. Among the key findings in this area:

80% of AP and NWP teachers report getting email alerts or updates at least weekly that allow them to follow developments in their field

84% report using the internet at least weekly to find content that will engage students

80% report using the internet at least weekly to help them create lesson plans

AP and NWP teachers outpace the general adult population in almost all measures of personal tech use, yet 42% feel their students know more than they do when it comes to using digital tools

AP and NWP teachers are well ahead of national benchmarks in almost all measures of personal technology use:

94% of AP and NWP teachers own a cell phone, slightly higher than the national figure of 88% for all U.S. adults

58% of these teachers (68% of teachers under age 35) have a smartphone, compared with 45% of all adults

93% of teachers own a laptop computer vs. 61% of all adults

87% own a desktop computer vs. 58% of all adults

39% own a tablet vs. 24% of all adults

47% own an e-book reader vs. 19% of all adults

78% use social networking sites such as Facebook, LinkedIn or Google+, compared with 69% of adult internet users and 59% of all adults

26% use Twitter vs. 16% of adult internet users and 14% of all adults

Despite their heavy tech use, 42% of AP and NWP teachers say their students usually know more than they do when it comes to using new digital technologies. Just 18% feel they know more than their students. This is despite the fact that over half of AP and NWP teachers (56%) are "very confident" when it comes to learning how to use the latest digital tools, and another 39% say they are "somewhat confident."

About this Study

The basics of the survey

These are among the main findings of an online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012. Some 1,750 of the teachers are drawn from a sample of advanced placement (AP) high school teachers, while the remaining 712 are from a sample of National Writing Project teachers. Survey findings are complemented by insights from a series of online and in-person focus groups with middle and high school teachers and students in grades 9-12, conducted between November, 2011 and February, 2012.

This particular sample is quite diverse geographically, by subject matter taught, and by school size and community characteristics. But it skews towards educators who teach some of the most academically successful students in the country. Thus, the findings reported here reflect the realities of their special place in American education, and are not necessarily representative of all teachers in all schools. At the same time, these findings are especially powerful given that these teachers' observations and judgments emerge from some of the nation's most advanced classrooms.

In addition to the survey, Pew Internet conducted a series of online and offline focus groups with middle and high school teachers and some of their students and their voices are included in this report.

The study was designed to explore teachers' views of the ways today's digital environment is shaping the research and writing habits of middle and high school students, as well as teachers' own technology use and their efforts to incorporate new digital tools into their classrooms.

About the data collection

Data collection was conducted in two phases. In phase one, Pew Internet conductedtwo online and one in-person focus group with middle and high school teachers; focus group participants included Advanced Placement (AP) teachers, teachers who had participated in the National Writing Project's Summer Institute (NWP), as well as teachers at a College Board school in the Northeast U.S. Two in-person focus groups were also conducted with students in grades 9-12 from the same College Board school. The goal of these discussions was to hear teachers and students talk about, in their own words, the different ways they feel digital technologies such as the internet, search engines, social media, and cell phones are shaping students' research and writing habits and skills. Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments.

Focus group discussions were instrumental in developing a 30-minute online survey, which was administered in phase two of the research to a national sample of middle and high school teachers. The survey results reported here are based on a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico, and the U.S. Virgin Islands. Of these 2,462 teachers, 2,067 completed the entire survey; all percentages reported are based on those answering each question. The sample is not a probability sample of all teachers because it was not practical to assemble a sampling frame of this population. Instead, two large lists of teachers were assembled: one included 42,879 AP teachers who had agreed to allow the College Board to contact them (about one-third of all AP teachers), while the other was a list of 5,869 teachers who participated in the National Writing Project's Summer Institute during 2007-2011 and who were not already part of the AP sample. A stratified random sample of 16,721 AP teachers was drawn from the AP teacher list, based on subject taught, state, and grade level, while all members of the NWP list were included in the final sample.

The online survey was conducted from March 7-April 23, 2012. More details on how the survey and focus groups were conducted are included in the Methodology section at the end of this report, along with focus group discussion guides and the survey instrument.

About the teachers who participated in the survey

There are several important ways the teachers who participated in the survey are unique, which should be considered when interpreting the results reported here. First, 95% of the teachers who participated in the survey teach in public schools, thus the findings reported here reflect that environment almost exclusively. In addition, almost one-third of the sample (NWP Summer Institute teachers) has received extensive training in how to effectively teach writing in today's digital environment. The National Writing Project's mission is to provide professional development, resources and support to teachers to improve the teaching of writing in today's schools. The NWP teachers included here are what the organization terms "teacher-consultants" who have attended the Summer Institute and provide local leadership to other teachers. Research has shown significant gains in the writing performance of students who are taught by these teachers.

Moreover, the majority of teachers participating in the survey (56%) currently teach AP, honors, and/or accelerated courses, thus the population of middle and high school students they work with skews heavily toward the highest achievers. These teachers and their students may have resources and support available to them-particularly in terms of specialized training and access to digital tools-that are not available in all educational settings. Thus, the population of teachers participating in this research might best be considered "leading edge teachers" who are actively involved with the College Board and/or the National Writing Project and are therefore beneficiaries of resources and training not common to all teachers. It is likely that teachers in this study are developing some of the more innovative pedagogical approaches to teaching research and writing in today's digital environment, and are incorporating classroom technology in ways that are not typical of the entire population of middle and high school teachers in the U.S. Survey findings represent the attitudes and behaviors of this particular group of teachers only, and are not representative of the entire population of U.S. middle and high school teachers.

Every effort was made to administer the survey to as broad a group of educators as possible from the sample files being used. As a group, the 2,462 teachers participating in the survey comprise a wide range of subject areas, experience levels, geographic regions, school type and socioeconomic level, and community type (detailed sample characteristics are available in the Methodology section of this report). The sample includes teachers from all 50 states, Puerto Rico, and the U.S. Virgin Islands. All teachers who participated in the survey teach in physical schools and classrooms, as opposed to teaching online or virtual courses.

English/language arts teachers make up a significant portion of the sample (36%), reflecting the intentional design of the study, but history, social science, math, science, foreign language, art, and music teachers are also represented. About one in ten teachers participating in the survey are middle school teachers, while 91% currently teach grades 9-12. There is wide distribution across school size and students' socioeconomic status, though half of the teachers participating in the survey report teaching in a small city or suburb. There is also a wide distribution in the age and experience levels of participating teachers. The survey sample is 71% female.

About the Pew Research Center's Internet & American Life Project

The Pew Research Center's Internet & American Life Project is one of seven projects that make up the Pew Research Center, a nonpartisan, nonprofit "fact tank" that provides information on the issues, attitudes and trends shaping America and the world. The Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies. It does not endorse technologies, industry sectors, companies, nonprofit organizations, or individuals. While we thank our research partners for their helpful guidance, the Pew Internet Project had full control over the design, implementation, analysis and writing of this survey and report.

About the College Board

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world's leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success - including the SAT ® and the Advanced Placement Program ®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org.

About the National Writing Project

The National Writing Project (NWP) is a nationwide network of educators working together to improve the teaching of writing in the nation's schools and in other settings. NWP provides high-quality professional development programs to teachers in a variety of disciplines and at all levels, from early childhood through university. Through its nearly 200 university-based sites serving all 50 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, NWP develops the leadership, programs and research needed for teachers to help students become successful writers and learners. For more information, visit www.nwp.org.

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How Teachers Are Using Technology at Home and in Their Classrooms

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A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers.

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This article discusses how a wide range of learners in a classroom can make it difficult for the teacher to meet all their needs. Studies have shown that a technology rich classroom is great for specialized learning. Students tend to be passive in a lecture-type setting whereas a classroom that offers technology to enhance learning, the students play a more active role. Technology has proven to accelerate struggling students and closes the learning gap.

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Intelligence has always been coveted and sought after. It's clear that a high quality education is a common value we share in the United States and around the world. This is seen in households and in law. For example, President Obama recently put forth a proposal for universal preschool. Access to a good education is just as important for grade school kids as it is for the students seeking a college degree, and it would be hard to find someone who doesn't agree that everyone has a right to get that education.

But while we have such reverence for education, schools struggle. Test scores drop, teachers are laid off, programs are cut, and the quality of education varies greatly from school to school. So what can be done to save schools that are falling behind the public's standards -- or dreams -- of quality learning? It seems that our current obsession with technology and electronics may have the benefits in education struggling classes need to get back on track.
Personalizing Education
It's frustrating to be in a classroom where there are students at very different levels and needs to a degree where it's impossible for one teacher to cater to each student as they deserve. A teacher's job is just as much about knowing the students and understanding how to improve an individual's learning abilities as it is about teaching students about algebra, photosynthesis, or how to use a semicolon correctly. Studies have found that a technology rich classroom is the perfect place for that level of specialized learning. When teachers and students are trained to use the technology, there are many tools to help track growth, give extra resources, and accelerate learning based on each student's unique pace. The first step to improving education as a whole is realizing that there is no cookie-cutter, one-size-fits-all education that will work for every student. From there, technology can offer tools for defining unique education.

One of the major benefits of introducing technology into the classroom is the effect it has on the students. In traditional teaching (lecturing, working from a textbook, and taking notes, for example), it's easy for students to fall into a passive role. Even the best students who have a natural passion for learning can have trouble paying attention to a teacher's lecture. But when technology is involved, students are more likely to be engaged in learning. Students need to press buttons, think out problems, and manipulate the tools they have to achieve a goal. Educational technology can improve focus among students and it caters to students who learn independently and to those who are more collaborative.
The Endless Benefits of Technology and Learning
It's true that adapting to new technology in the classroom takes some time and requires trial and error before teachers and students can start to see results. But once teachers get used to using technology in their lesson plans and when students perfect the skills needed to be successful with that technology, the results are quite impressive. Technology has proven to accelerate struggling students close the learning gap between those at the back of the class and the A-students. In fact, 78 percent of Kindergarten through Middle School teachers agree that technology has had a positive impact on their classroom -- and that's just the start.

Including technology in the classroom gives teachers more options and tools to cater to each student individually. Technology can improve focus and boost students' self-esteem, not to mention teach them valuable skills like fast, accurate typing and using online search engines to find trustworthy sources for research. It's difficult for under-funded schools to find the resources to bring technology into the classroom, but there are organizations and grants available to schools all over the world that are there for just that. With a supportive community and teachers who are willing to be trained and embrace technology in their classes, students of every age are sure to benefit from the many tools and skills technology can offer.

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A Look at Recent Findings on Technology in the Classroom

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Intelligence has always been coveted and sought after. It's clear that a high quality education is a common value we share in the United States and around the world. This is seen in households and in law. For example, President Obama recently put forth a proposal for universal preschool.

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This article discusses the study of four first grade classrooms that piloted a 1:1 iPad environment. The teachers felt that if technology is used appropriately, it can help enhance the basic, formative skills taught in an elementary classroom. iPads can engage students in a profound way. There are several apps that support basic concepts that can enhance student learning. The iPad offers new opportunities for the students and teachers in the classroom.

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Why is it a good idea to integrate iPads into the elementary classroom? Won't they distract from fundamental, formative skills?

Erin: iPads are a great way to complement other forms of instruction. In the name of universal design, you can't beat them! The children LOVE them. I find that the children spend less time dealing with logistical issues ("my pencil broke," "the blocks fell on the floor," "I can't find my book") and more time hands-on learning. They are able to experience far more than what I could offer them in the classroom (a look into outer space, endless literature, instant feedback, etc.)

Irene: Used correctly, iPads can only enhance the basic, formative skills taught in an elementary classroom. Anything can be a distraction to a six-year-old. The secret is making the so-called distraction work in the favor of learning. Using a highly engaging tool such as the iPad to reinforce the basic, formative skills already taught through direct instruction is a teacher's best friend. The key to learning is engagement. iPads allow you to tap into that engagement in a profound way. Using proper applications increases the depth of the learning through reinforcement.

Irene, what applications have you been using?

Irene: I have used QuickVoice; Explain Everything; Word Bingo; drawing pad; Word Family; Word Cub; Little Speller First Words Play; Word Magic; Spelling with Cimo; Spelling Magic; Fun Rhyming; Play Sight Words Gr. 1&2; Kid's Journal; Addition Top-it; ST Math; and Math Bingo.

I anticipate using even more, such as My Story and Toontastic, in the near future.

How are you integrating the device with your curriculum?

Erin: I'm TRYING to incorporate it into each subject area . . .

Literacy -- Students record themselves reading, play phonics and phonemic awareness games, practice high frequency word spelling, write in a digital journal and practice the word memory through fun apps.

Math --- We use the ST math program on the iPads twice per week for 30 minutes each, and we use some math apps to practice math facts, etc.

Writing -- Students have been blogging in the lab and will eventually use the iPads to blog in the classroom.

Science and Social Studies -- We use the iPads for a variety of projects as groups and individuals. Some examples are self-portraits, matter hunt (photos around the school and an Explain Everything project of the three states of matter), four season posters, animal encyclopedia apps, etc.

Irene: I primarily use iPads as stations to reinforce basic phonics and phonemic awareness. I also use the iPads to create listening centers, recording favorite books for listening enjoyment and reading response. iPads are also being used to capture a photo of a student's written work or to record a child reading a book, poem or personal journal entry using the iTalk Recorder app. It's a paid application, but it links right up to Dropbox.

I also use the iPad as an incentive to written work, allowing students to retype journal entries into the iPad which they have already written by hand using the traditional pencil and paper method. I am discovering that traditional teaching methods are enhanced, rather than "lost" with the iPad.

The iPad also has many apps which reinforce basic math concepts. As far as enhancing logical thinking and problem solving skills, the iPads are also being used to pilot a supplemental math program called ST Math. ST Math was established by neuroscientists to teach math concepts through spatial temporal reasoning. The use of the iPads in this program are believed to enhance the child's "circle of knowledge," as they don't have to stop their thinking to use a mouse. Rather, the touch of a finger relays what they are thinking in a timely manner. What's more is that the students love it! They don't even realize that they are doing math because it is so much fun. They are so engaged that the only sounds you hear as a teacher when the students are using the iPads for ST Math are the "pings" when they are correct.

Are students receptive to the device, and do they understand how to use it? How are you introducing the device?

Erin: We took about 30 minutes each day during the first week to orient students to the iPads. I went over how to plug in and out, how to carry it, use headphones, get to the home screen, turn up volume, how to move and avoid deleting apps, etc.

They are unbelievably easy to use and require little "how to" instruction after some initial training.

Irene: Students are extremely receptive to the device. They have no fear when using it. They often teach me new and interesting things about the iPad by their simple curious exploration.

I introduced the iPad to the class through discussion before the devices were even in the room. We discussed rules and procedures for taking care of the iPads. I also explained that the iPads would be used for learning and that learning could be fun, but that we would not be playing games such as Angry Birds all day long. We discussed how games can help you learn and that the iPad was going to have only learning games on it. The students were fine with that. I also told them that they could earn extra time at recess and free time with the iPads as an incentive for good behavior.

After establishing rules and procedures, I taught basic skills such as the location of the home and sleep buttons on the device. The children were then taught how to use the pictures and had fun taking photos of themselves and their classmates. (This would help them in the future when they would need to capture images of their own work.) They also took a picture of a number and learned how to set it as their screen-saver. This helped them to learn their iPad number so that they could locate and retrieve their individual iPad whenever necessary. The first few sessions with the iPads were spent by having the children locate their iPad, walk it to their desk, turn it on and off and then plug the device back into its proper charging space. This kind of tedious routine-building is essential in an early elementary first grade classroom. Once they learned it, however, it was with them for good.

How do you think the device will change the learning dynamic in your classroom?

Erin: ALL children in my class have individual access to touch, respond, collaborate . . . this has made managing materials much more simple.

Irene: The iPads provide many new opportunities. I am able to have each child record their work and their reading on their own individual iPad. They love to be the star of the show, and the more they can listen to themselves, the better. Listening to their recordings with a teacher allows them to hear how well they are doing and where they need to improve. Having students listen to reading miscues on a voice recording is an invaluable teaching tool. It allows me as a teacher to teach the child valuable reading strategies which have "personal meaning." Sure, you could record reading on a tape recorder, but the iPad is so much more efficient and has more of an impact on students' incentive to do well because they know it is being saved on their own personal iPad.

Do you feel introducing technology devices at such a young age will stunt or limit students' appreciation for non-technology tools such as books?

Erin: Not really. I think it's important that we continue to expose children to classic tools, but when they can get the same information and/or build the same skills on the iPads, there's not always a need for some "older" tools. We're no longer teaching with an abacus, right? Why can't we move along with the times in our classrooms?

Erin, what are your expectations of this initiative?

Erin: I hope to help my children seek growth in all academics areas with help from the iPads.

Irene, do you feel it is a problem to introduce devices at such a young age?

Irene: Absolutely not! As with anything in life, balance is key. Variety is important. The world is changing and so is the classroom. Children need to be exposed to various tools and devices, and learn how to use all of them. My children still reach for the rich array of leveled picture books in the classroom. There are times when the classroom is "unplugged" and children gravitate towards reading books, drawing with crayons and markers and building with blocks. At other times, the iPads are available and they reach for drawing apps, electronic books and other applications. Choice enhances any learning experience whether you are an adult or child. Each child is an individual and will gravitate toward what interests them. But you have to provide the choices and direction. It's important to expose children to everything in its given time and space. Every tool and device has its place and its use. It's up to the teacher to make all of these tools and devices available to all children and teach about proper and respectful use. This will allow children to make more educated decisions as they get older.

Thank you both for your time and for being so transparent with your teaching.

Both: You're welcome.
If you would like to follow up with either Irene or Erin, please email me at amarcinek@bpsk12.org.
This blog is part of a series sponsored by Autodesk.

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Teacher Experience and Expectations for the 1:1 Elementary Classroom | Edutopia

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Why is it a good idea to integrate iPads into the elementary classroom? Won't they distract from fundamental, formative skills? Erin: iPads are a great way to complement other forms of instruction. In the name of universal design, you can't beat them! The children LOVE them.

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The benefits of using technology 1:1 is very beneficial in a classroom setting. Autistic students benefit from their own iPad as well as students with disabilities or impairments. These devices provide new opportunities. There are a number of apps that are available to help students with different content that is being presented.

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Much has been said about the iPad being a revolutionary device for education. There are even education conferences that are dedicated to its use. About a year ago, after the death of Apple founder Steve Jobs, ran a piece on how the iPad was being used as an assistive technology with autistic students. This piece was eye opening for many -- it showed the potential for this device as an assistive technology and how it can change learning for students with disabilities or impairments.

Meaghan Roper, a junior at Burlington High School, shares a similar story with the iPad. When Meaghan was six years old, she was diagnosed with a visual impairment. In the eighth grade, she started to notice a decline in her vision. She sought out surgery to repair or delay her vision decline, and while successful, the procedure did not hold for very long.

The following year, Meaghan entered Burlington High School as a freshman. It was decided that she would have a laptop coupled with assistive software programs to assist with her visual impairment. She read all of her books on this laptop and was able to use several features in Microsoft Word. She had her teachers' documents scanned and printed in large fonts. Meaghan also used an audio book reader for some of her classes. In short, she had to be aware and proficient in many technologies and applications to stay current with her studies in all of her classes. This all changed at the beginning of her sophomore year -- the year that Burlington High School launched their 1:1 iPad initiative.

A Transformative Experience

Meaghan recalls her first moments with the iPad and how she and her liaison discovered the variety of new opportunities that this one device presented. One of the first things she used was the ability to invert the colors of the screen. The iPad gives users the opportunity to read predominantly black text on a lighter screen, or to invert the colors and overlay white text on a black screen. This one feature, Meaghan recalls, was "transformative" in her learning of what the iPad could offer her educational experience.

Aside from the color inversion, Meaghan utilizes the VoiceOver feature that will read any selected text on the screen, and the Zoom feature that requires a double-tap of three fingers.

Beyond the simple flip of a switch in the accessibility options, Meaghan soon found many new opportunities for her learning on this one device. In the past, she would have to get all of her teachers' handouts enlarged and reprinted. Obviously, this was time-consuming and took lots of paper. A typical one-page handout would on average become four to five large-print pages before Meaghan could work with it. With the iPad, she can take a screenshot of the PDF file her teachers embed on their websites or share through Google Drive or Dropbox, and simply pinch the screen to enlarge. She also uses the camera application to take pictures of teachers' notes or homework on the board so that she can pinch zoom to clearly see every letter. She says this approach is not only more efficient but has also helped her to organize her schoolwork more effectively. Plus, her schoolwork is viewable offline and is accessible on one device that's "much lighter than a laptop."

Apps for Every Need

In Meaghan's day-to-day operation of the iPad, she uses several applications to manage her content. It doesn't take her too many apps to get through her school day. She's thankful that, along with transitioning to the iPad, Burlington also married the Google Apps for Education suite with this device. She finds ease in accessing Google Docs from multiple devices and knowing that her work will always be safe, secure and not dependent on a machine's functionality.

Any photo or screenshot she takes can be easily uploaded to the cloud through the Google Drive for iPad app. This eliminates the process of having to email a Word document to yourself, download it to a machine (that hopefully has a corresponding version of Word), and then edit . . . and then repeat this process for every document. With the Google Drive app and Google Apps Suite, Meaghan is able to move everything she needs seamlessly throughout her day without the cumbersome processes associated with Microsoft Office documents.

When Meaghan has to annotate a document and return the markup to a teacher, she will call on the free application Paperport Notes (formerly Noterize). This application allows her to easily access documents from her teachers, download them to this app, organize them accordingly, annotate and submit for review. The whole process, she says, "has made me a more organized student," and she doesn't feel like she is lagging behind in any of her classes because of her vision.

For texts that are required reading for her classes, Meaghan uses an application called Read 2 Go, which lets her download a single app and access a variety of books via Bookshare. She can listen to these books, controlling the visual enhancements, background colors and highlighting options as she reads along.

In Geometry, Meaghan finds ease in keeping up with a visual subject by using Join.me. This app allows her Geometry teacher, Ms. Palmer, to share her projected computer screen directly onto Meaghan's iPad. Meaghan can pinch and zoom in real-time as Ms. Palmer presents material to the class on the SmartBoad. This application, Meaghan attests, "has really improved my experience in Geometry class. Geometry is a very visual subject, and having this app on my iPad has given me an opportunity to keep pace and see Geometry more clearly."

Overall, Meaghan regards the iPad as a transformative device in her learning experience. While many debate what device is best, or if any technology is really necessary, I ask you to reflect on what you just read. Meaghan's story is by no means limited. There are many students who benefit from assistive technology on a daily basis; however, some may never get to experience the iPad. I'm not writing this as a pitch for Apple, but simply stating that incorporating one thousand iPads at Burlington High School has transformed Meaghan Roper's learning experience. And that alone is reason enough to give thanks for this device in our school.

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Assistive Technology and the 1:1 Student | Edutopia

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Much has been said about the iPad being a revolutionary device for education. There are even education conferences that are dedicated to its use. About a year ago, after the death of Apple founder Steve Jobs, ran a piece on how the iPad was being used as an assistive technology with autistic students.

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75% of teachers in the study say that the internet and other digital tools have added new demands to their lives. This required them to acquire more content and skills. Teachers should stay ahead of their students by guiding them through ways to gather information and access content using technology.

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Back in 2011, I wrote a post about the "New Digital Divide." Based on Pew Research data from 2011, it was apparent that, while many previously marginalized populations now had more access to the Internet, these populations were accessing the Internet mostly through mobile devices, which are limiting, especially when trying to build and create online or access job applications or opportunities. Just this past week, Pew released a new study called How Teachers Are Using Technology at Home and in Their Classrooms. It explores how teachers use the Internet for their own professional learning, with their students and for communicating with families.

Who's Connected and Who Isn't

As a member of a large online community of educators through Twitter and other social media outlets, I know how much of an impact the Internet has had on educators and their classrooms across the world. I was not surprised to read that 92% of teachers "say the Internet has a 'major impact' on their ability to access content, resources and materials for their teaching." As an urban educator, I was also not surprised to read that only 21% of teachers in high-income schools said that lack of access to digital technologies is an issue for their students, while 56% of teachers in low-income schools reported this an issue for their students. Cash-strapped school districts and districts with a large number of high-needs students do not have the resources to provide schools with digital technologies, such as classroom projectors, that many more affluent schools would consider commonplace.

One important finding that more of us in education need to pay attention to is the fact that "75% of AP and NWP teachers say the Internet and other digital tools have added new demands to their lives." I was surprised to read that teachers felt the Internet and digital tools required them to acquire a broader range of "content and skills." The study was not clear as to whether "content and skills" related to teachers learning how to use and implement new technologies, or whether teachers felt they need to know more to keep up with the massive amounts of content that students can now access online.

There is no question that the Internet and other digital technologies have required teachers to learn more and stay up to date with more than just pedagogy. I would argue that this is no different than any other field, though I wonder if educators are not provided the training that is provided in other careers. If the comment is based around educators believing that they are still the content providers and experts in the room, then that perceived deficit in skills and content is misplaced. Today's educator can no longer expect to know more than his or her students. Rather than trying to stay ahead of their students with the content they teach, they should be staying ahead of their students in guiding them through the process of navigating and accessing content. If teachers are still trying to deliver content to their students the way teachers have historically, then they will easily burn out and feel overwhelmed. This is not to say that teachers should no longer teach, but it's not humanly possible for us to always know more than our students when information is just a click away.

Same Old Digital Divide

One aspect of teachers' use of technology that was missing from the study and that I'd be interested to know more about is how access to digital technologies for both teachers and students has affected the role of the teacher and the student in the classroom. While the study focuses on the kinds of technology being brought into the classroom and used by educators at home and in the classroom, little is reported about how this has changed teachers' pedagogical approaches aside from how they give and collect assignments. While one can probably infer from the result how the roles of teacher and student have changed in classrooms that implement more technology, I would be interested to see what kinds of self-reported results would come out of such a study.

The main implications of this latest Pew study confirm what many of us already know to be common knowledge about the Digital Divide, a term that dates back as far as 1995 with this US Department of Commerce Study. This Divide between the "haves" and the "have-nots" runs along socioeconomic lines that essentially have not changed for decades (and maybe centuries). While access to the Internet has improved, the Divide has taken a new form, which has, in some ways, brought us right back to square one. Every new step toward equality is met with another step back that's based on access to devices and newly introduced technologies. We can no longer expect that ensuring Internet access for all will solve this issue. First, we must solve the deeper issues of inequity in our society.

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How Teachers Use Technology: The Latest Research | Edutopia

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Back in 2011, I wrote a post about the "New Digital Divide." Based on Pew Research data from 2011, it was apparent that, while many previously marginalized populations now had more access to the Internet, these populations were accessing the Internet mostly through mobile devices, which are limiting, especially when trying to build and create online or access job applications or opportunities.

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This article discusses how professors at top research universities are skeptical of instructional technologies being injected in their classrooms. They see incorporating technology as more work and the administration trying to push technology onto them. From the study, based on 42 faculty members, they did agree that technology does help with large class sizes.

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(click image for larger view and for slideshow)

Professors at top research universities are highly skeptical of the value of the instructional technologies being injected into their classrooms, which many see as making their job harder and doing little to improve teaching and learning.

That's the conclusion of "Technological Change and Professional Control in the Professoriate," published in the January edition of Science, Technology & Human Values. Based on interviews with 42 faculty members at three research-intensive universities, the study was funded under a grant from the National Science Foundation and particularly focuses on professors in the sciences, including chemistry and biology, with anthropology thrown in as a point of comparison.

Consider the opinions of two different chemists. "I went to [a course management software workshop] and came away with the idea that the greatest thing you could do with that is put your syllabus on the Web and that's an awful lot of technology to hand the students a piece of paper at the start of the semester and say keep track of it," said one. "What are the gains for students by bringing IT into the class? There isn't any. You could teach all of chemistry with a whiteboard. I really don't think you need IT or anything beyond a pencil and a paper," said another.

[ Is online education over-hyped? Read MOOCs: Valuable Innovation Or Grand Diversion? ]

The most positive remarks professors had for classroom technology amounted to faint praise, with some saying they used classroom technology to cope with very large class sizes in introductory courses. In those settings, technological razzle-dazzle could be helpful, they said. "They're undergraduates -- you need to attract their attention before you can teach them anything. In my mind that's the name of the game ... With video game culture or anything, you know, I think that will get 'em involved, you know, a little remote control."

The study got picked up by the Chronicle of Higher Education, which reported it under the headline "Professors Say Technology Helps in Logistics, Not Learning," prompting a lively discussion in the comments section. Although many readers agreed that universities too often adopt technology for technology's sake, without a clear strategy for integrating it with instruction, others objected that the sentiments expressed in the article were misguided and missed the revolutionary potential of new technologies.

The author of the study, David R. Johnson, said he read those comments with interest but suspects some of the defenders of the technology who posted there are instructional technology professionals "who think by definition things are better just because they are technologically rich." University administrators also seem to be inspired by a "ceremonial myth that being a cutting-edge university means being high tech," Johnson said.

The professors he interviewed, on the other hand, were technically sophisticated in their own fields but had no vested interest in the success of instructional technologies, which many felt were being imposed on them by the university administration with no regard for their preferences. "I've been very disturbed at the way this university has tried to ram these technologies down our throats," grumbled one anthropologist. "My belief is that we should have a wide range of choices for teaching technologies, but what goes on here is the higher administration has decided what's best for us in a very paternalistic fashion. I've become hardened in my resistance to these attempts to impose the adoption of technologies. And even though I once might have been more receptive to some of them, I'm now saying no, I'm not going to do it."

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Classroom Technology Faces Skeptics At Research Universities - InformationWeek

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(click image for larger view and for slideshow) Professors at top research universities are highly skeptical of the value of the instructional technologies being injected into their classrooms, which many see as making their job harder and doing little to improve teaching and learning.

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This article discusses how a majority of schools have computers of some kind in America. They suggest that technology offers a more effective way to achieve and prepare them with skills necessary for the future. Rather than the teacher teaching at the front of the classroom, technology can enhance instruction and students can explore different topics and access information through the use of technology. Teachers can benefit from technology as well by connecting the teacher to the student and provides them with a richer learning environment.

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(BPT) - Historically, the term "digital divide" has referred to the gap in technology levels between developing and first world countries; however, it's truly the divide between the more affluent and the underprivileged. While the divide has a worldwide reach, it's important to remember that the gap is growing in America, too. Improving technology in schools - and how it's used in learning - is an important topic because it offers students a more effective way to achieve, fully preparing them to be skills-ready for a successful future.

Today, the majority of schools in America have computers of some kind. Still, many schools, particularly rural schools and those with a high percentage of minority students, lack reliable Internet access or have old computers that aren't compatible with current software. Concerned parents, teachers and educational leaders are rallying for change.

Providing students with modern, mobile computers and access to the Internet at school and at home promotes hands-on learning that engages students. When children are interested and excited, the learning process comes naturally. Across the country, one-to-one programs - meaning one computer is supplied for each student - are gaining interest and receiving funding. Some districts have even approved BYOD programs, or bring your own device programs, that allow students to bring their own technology (i.e. laptops, tablets, smartphones) from home to use in the classroom.

These technology enhancements are creating a 21st century classroom environment that focuses on today's students' needs. Rather than the teacher lecturing at the front of the classroom, students are taking the lead by exploring different topics, answering their own questions, and interacting with peers and their teachers by accessing information through technology. Benefits abound: According to Project RED, an education research organization that analyzes technology in the classroom, schools with one-to-one programs have higher test scores, better graduation rates and fewer discipline problems.

Students aren't the only ones that come out ahead - teachers benefit from technology, too. It actually enhances the teacher's ability to connect with students, expands access to instructional material and allows the teacher to facilitate a richer, more meaningful classroom experience.

For all the benefits of better classroom technology, funding can be an issue. While adding computers, maintaining hardware and software, and funding ongoing technology support can be costly, there is also the potential to save money through improved efficiency. In fact, according to Project RED, adding effective classroom technologies can result in increased efficiency and cost reductions - even when maintenance costs are included.

For example, instructional materials contribute to this cost savings. Traditional paper textbooks can be costly and become outdated quickly. Digital content offers one effective solution to this problem by giving students and teachers access to the most up-to-date materials online, bringing the world into the classroom and often at a fraction of the cost. Online courses, assessment and professional development are additional areas where cost savings can quickly add up.

How to spearhead a technology change in the classroom

Whether you are a parent who wants computer access in your child's classroom or you're an educator who wants to enable an improved learning experience through better technology, here's how you can start the conversation and make a difference:

1. Use the K-12 Blueprint. Found at www.K12blueprint.com and sponsored by Intel Corporation, this website is a free resource for planning and implementing technology initiatives in districts. You'll find a plethora of useful information, including practical guidelines, funding advice, curriculum considerations and real-world success stories.

2. Involve the people who care. Start discussions with fellow parents, teachers, principals and even the educational board to create a vision and plan. Discuss specific reasons for the technology improvements and benefits for the students as well as staff.

3. Explore professional development opportunities. How we teach with technology is just as important as having technology in the classroom. Ensure teachers in your community have the professional development opportunities they need so their students are learning with technology in the most effective way possible.

4. Be patient to overcome challenges. Technology isn't a one-time investment - computer maintenance, software upgrades and continued professional development are important. Providing teachers training and creating a support network can be a time commitment. Patience and persistence are key to the success of eager students.

Technology in the classroom can help close the digital divide within the U.S., but it's up to parents, grandparents, teachers, schools and entire communities to work together to make change a reality. When used properly, technology can provide students with a stronger education, paving the way for future innovations and research.

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How classroom technology can benefit your child's education

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(BPT) - Historically, the term "digital divide" has referred to the gap in technology levels between developing and first world countries; however, it's truly the divide between the more affluent and the underprivileged. While the divide has a worldwide reach, it's important to remember that the gap is growing in America, too.

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This article looks at ways to use technology in the classroom as a whole. It suggests that you can use a computer to make an interactive whiteboard where you can highlight, underline, and write comments on the content that is being presented to the class. Multimedia presentations can also be used for student learning. Teachers and students can create these presentations. The internet can be used to help mold curriculum to technology.