A survey of teachers shows that digital tools are widely used in their classrooms and professional lives<\/i> <\/b> \u00a0<\/i> <\/b> <\/p>\n\n
Yet, teachers are hampered by disparities in student access to digital technologies. Those who work with the lowest income students face the most challenges in their efforts to bring these tools into their teaching<\/i> <\/b> <\/p>\n\n
February 28, 2013 (Washington D.C.) \u2013 A survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. <\/p>\n\n
Some 92% of advanced placement (AP) and National Writing Project (NWP) teachers say the internet has a \u201cmajor impact\u201d on their ability to access content, resources and materials for their teaching, and 69% report the internet having a \u201cmajor impact\u201d on their ability to share ideas with colleagues. Yet 84% also agree that \u201cToday\u2019s digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts.\u201d\u00a0 And while 54% of these teachers say that all or almost all of their students have access at school<\/i> to the digital tools they need to be academically successful, just 18% say the same is true for their students at home<\/i>.\u00a0 <\/p>\n\n
These findings emerge from an online survey conducted by the Pew Research Center\u2019s Internet & American Life Project in collaboration with the College Board and the National Writing Project. It is a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S. and its territories, conducted between March 7 and April 23, 2012.\u00a0 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.\u00a0 <\/p>\n\n
The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, the findings also indicate that teachers of the lowest income students face more challenges in bringing these tools to their classrooms:\u00a0 <\/p>\n\n
\u201cDigital technologies have become essential instructional tools for the vast majority of teachers in this study,\u201d notes Kristen Purcell, Associate Director for Research at the Pew Internet Project. \u201cYet, not all teachers feel that they and their students have the access they need to these tools or the resources necessary to use them effectively. Teachers whose students are from the lowest income households feel they are at a disadvantage when it comes to using the internet and other digital tools such as cell phones, tablet computers and e-readers to enhance the learning process.\u201d\u00a0 <\/p>\n\n
As a whole, AP and NWP teachers are advanced tech users, outpacing the full U.S. adult population in all measures of personal tech use:<\/p>\n\n
\u201cAs a group, these teachers are well ahead of other adults in their tech use, and they feel they are working hard to bring these tools into their classrooms in creative and valuable ways,\u201d said Lee Rainie, Director of the Pew Internet Project.\u00a0 \u201cTeachers are trying to capitalize on the fact that their students are immersed in these technologies and are comfortable using them. Yet they feel structural barriers make it more difficult for teachers in low income areas to be part of this trend, and all teachers worry about a widening gap between wealthy and poor schools and districts.\u201d<\/p>\n\n
The survey also reveals generational differences in teachers\u2019 comfort with new technologies and the extent to which they use these tools in their classrooms, as well as mixed feelings about the impact of the internet and other digital technologies on their professional lives.\u00a0 Specifically:<\/p>\n\n
\u201cThe internet is changing the very nature of how teachers engage in their profession and collaborate with one another. Because of the internet, today\u2019s educators have access to a wealth of resources and material, as well as broad professional networks to support them in their teaching,\u201d added Judy Buchanan, Deputy Director of the National Writing Project and a co-author of the report.\u00a0 \u201cThe key moving forward is to ensure that all educators have equal access to the vast resources available online, and the encouragement and training to use them in groundbreaking ways.\u201d<\/p>\n\n
About the Pew Research Center\u2019s Internet & American Life Project<\/b> <\/p>\n\n
The Pew Research Center\u2019s Internet & American Life Project is an initiative of the Pew Research Center, a nonprofit \u201cfact tank\u201d that provides information on the issues, attitudes, and trends shaping America and the world. The Pew Internet Project explores the impact of the internet on children, families, communities, the work place, schools, health care and civic\/political life.\u00a0 The Project is nonpartisan and takes no position on policy issues. Support for the Project is provided by The Pew Charitable Trusts. More information is available at www.pewresearch.org\/pewresearch-org\/internet<\/a>.<\/p>\n\n About the College Board<\/b> <\/p>\n\n 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\u2019s 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 \u2014 including the SAT\u00ae<\/sup> and the Advanced Placement Program\u00ae<\/sup>. 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<\/a>.<\/p>\n\n About the National Writing Project<\/strong> <\/p>\n\n The National Writing Project (NWP)<\/a> 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<\/a>.<\/p>\n\n Media contacts:<\/b> <\/p>\n\n Pew Internet <\/p>\n\n Kristen Purcell: kpurcell@pewresearch.org\/pewresearch-org\/internet<\/a>, 202-419-4512 (o), 267-566-9241 (c)<\/p>\n\n Lee Rainie: lrainie@pewresearch.org\/pewresearch-org\/internet<\/a>, 202-419-4510<\/p>\n\n The College Board <\/p>\n\n Carly Lindauer: clindauer@collegeboard.org<\/a>, 212-520-8599 (o), 646-357-2993 (c)<\/p>\n\n The National Writing Project <\/p>\n\n