Asked to assess the overall impact of the internet and digital technologies on students\u2019 research habits, 77% of these teachers say it has been \u201cmostly positive.\u201d \u00a0Yet, when asked if they agree or disagree with specific assertions about how the internet is impacting students\u2019 research, their views are decidedly mixed.<\/p>\n\n
On the more encouraging side, virtually all (99%) AP and NWP teachers in this study agree with the notion that the internet enables students to access a wider range of resources than would otherwise be available, and 65% also agree that the internet makes today\u2019s students more self-sufficient researchers.<\/p>\n\n
At the same time, 76% of teachers surveyed \u201c<\/i>strongly agree\u201d with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.\u00a0 Large majorities also agree with the assertion that the amount of information available online today is overwhelming to most students (83%) and that today\u2019s digital technologies discourage students from using a wide range of sources when conducting research (71%).\u00a0 Fewer teachers, but still a majority of this sample (60%), agree with the assertion that today\u2019s technologies make it harder for students to find credible sources of information.<\/p>\n\n
The internet has changed the very meaning of \u201cresearch\u201d<\/strong><\/p>\n\n Perhaps the greatest impact this group of teachers sees today\u2019s digital environment having on student research habits is the degree to which it has changed the very nature of \u201cresearch\u201d and what it means to \u201cdo research.\u201d Teachers and students alike report that for today\u2019s students, \u201cresearch\u201d means \u201cGoogling.\u201d \u00a0As a result, some teachers report that for their students \u201cdoing research\u201d has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.<\/p>\n\n These perceptions are evident in teachers\u2019 survey responses: \u00a094% of the teachers surveyed say their students are \u201cvery likely\u201d<\/i> to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about.\u00a0 Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube.\u00a0 In descending order, the sources teachers in our survey say students are \u201cvery likely\u201d to use in a typical research assignment:<\/p>\n\n In response to this trend, many teachers say they shape research assignments to address what they feel can be their students\u2019 overdependence on search engines and online encyclopedias.\u00a0 Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.<\/p>\n\n Most teachers encourage online research, including the use of digital technologies such as cell phones to find information quickly, yet point to barriers in the school environment impeding quality online research<\/strong><\/p>\n\n Asked which online activities they have students engage in, 95% of the teachers in this survey report having students \u201cdo research or search for information online,\u201d making it the most common online task.\u00a0 Conducting research online is followed by accessing or downloading assignments (79%) or submitting assignments (75%) via online platforms.<\/p>\n\n These teachers report using a wide variety of digital tools in their classrooms and assignments, well beyond the typical desktop and laptop computers. Specifically, majorities say they and\/or their students use cell phones (72%), digital cameras (66%), and digital video recorders (55%) either in the classroom or to complete school assignments. Cell phones are becoming particularly popular learning tools, and are now as common to these teachers\u2019 classrooms as computer carts.\u00a0 According to respondents, the most popular school task students use cell phones for is \u201cto look up information in class,\u201d cited by 42% of the teachers participating in the survey.<\/p>\n\n Yet, survey results also indicate teachers face a variety of challenges<\/i> in incorporating digital tools into their classrooms, some of which, they suggest, may hinder how students are taught to conduct research online. Virtually all teachers surveyed work in a school that employs internet filters (97%), formal policies about cell phone use (97%) and acceptable use policies or AUPs (97%).\u00a0 The degree to which teachers feel these policies impact their teaching varies, with internet filters cited most often as having a \u201cmajor impact\u201d on survey participants\u2019 teaching (32%).\u00a0 One in five teachers (21%) say cell phone policies have a \u201cmajor\u201d impact on their teaching, and 16% say the same about their school\u2019s AUP.\u00a0 These impacts are felt most strongly among those teaching the lowest income students.<\/p>\n\n Teachers give students\u2019 research skills modest ratings<\/strong><\/p>\n\n Despite viewing the overall impact of today\u2019s digital environment on students\u2019 research habits as \u201cmostly positive,\u201d teachers rate the actual research skills of their students as \u201cgood\u201d or \u201cfair\u201d in most cases.\u00a0 Very few teachers rate their students \u201cexcellent\u201d on any of the research skills included in the survey.\u00a0 This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.<\/p>\n\n Students receive the highest marks from these teachers for their ability to use appropriate and effective search queries and their understanding of how online search results are generated.\u00a0 Yet even for these skills, only about one-quarter of teachers surveyed here rate their students \u201cexcellent\u201d or \u201cvery good.\u201d\u00a0 Indeed, in our focus groups, many teachers suggest that despite being raised in the \u201cdigital age,\u201d today\u2019s students are surprisingly lacking in their online search skills.\u00a0 Students receive the lowest marks for \u201cpatience and determination in looking for information that is hard to find,\u201d with 43% of teachers rating their students \u201cpoor\u201d in this regard, and another 35% rating their students \u201cfair.\u201d<\/p>\n\n Given these perceived deficits in key skills, it is not surprising that 80% of teachers surveyed say they spend class time discussing with students how to assess the reliability of online information, and 71% spend class time discussing how to conduct research online in general.\u00a0 Another 57% spend class time helping students improve their search skills and 35% devote class time to helping students understand how search engines work and how search results are generated. In addition, asked what curriculum changes might be necessary in middle and high schools today, 47% \u201cstrongly agree\u201d and 44% \u201csomewhat agree\u201d that courses or content focusing on digital literacy must<\/i> be incorporated into every school\u2019s curriculum.<\/p>\n\n A richer information environment, but at the price of distracted students?<\/strong><\/p>\n\n Teachers are evenly divided on the question of whether today\u2019s students are fundamentally different from previous generations; 47% agree and 52% disagree with the statement that \u201ctoday\u2019s students are really no different than previous generations, they just have different tools through which to express themselves.\u201d Responses to this item were consistent across the full sample of teachers regardless of the teachers\u2019 age or experience level, the subject or grade level taught, or the type of community in which they teach.<\/p>\n\n At the same time, asked whether they agree or disagree that \u201ctoday\u2019s students have fundamentally different cognitive skills because of the digital technologies they have grown up with,\u201d 88% of the sample agree, including 40% who \u201cstrongly agree.\u201d\u00a0 Teachers of the lowest income students are the most likely to \u201cstrongly agree\u201d with this statement (46%) but the differences across student socioeconomic status are slight, and there are no other notable differences across subgroups of teachers in the sample.<\/p>\n\n Overwhelming majorities of these teachers also agree with the assertions that \u201ctoday\u2019s digital technologies are creating an easily distracted generation with short attention spans\u201d (87%) and \u201ctoday\u2019s students are too \u2018plugged in\u2019 and need more time away from their digital technologies\u201d (86%).\u00a0 Two-thirds (64%) agree with the notion that \u201ctoday\u2019s digital technologies do more to distract students than to help them academically.\u201d In focus groups, some teachers commented on the connection they see between students\u2019 \u201coverexposure\u201d to technology, and the resulting lack of focus and diminished ability to retain knowledge they see among some students. Time management is also becoming a serious issue among students, according to some teachers; in their experience, today\u2019s digital technologies not only encourage students to assume all tasks can be finished quickly and at the last minute, but students also use various digital tools at their disposal to \u201cwaste time\u201d and procrastinate.<\/p>\n\n Thus, despite 77% of the survey respondents describing the overall impact of the internet and digital technologies on students\u2019 research habits as \u201cmostly positive,\u201d the broad story is more complex.\u00a0 While majorities of teachers surveyed see the internet and other digital technologies encouraging broader and deeper learning by connecting students to more resources about topics that interest them, enabling them to access multimedia content, and broadening their worldviews, these teachers are at the same time concerned about digital distractions and students\u2019 abilities to focus on tasks and manage their time.\u00a0 While some frame these issues as stemming directly from digital technologies and the particular students they teach, others suggest the concerns actually reflect a slow response from parents and educators to shape their own expectations and students\u2019 learning environments in a way that better reflects the world today\u2019s students live in.<\/p>\n\n About the data collection<\/strong><\/p>\n\n Data collection was conducted in two phases.\u00a0 In phase one, Pew Internet conducted <\/b>two 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\u2019s Summer Institute (NWP), as well as teachers at a College Board school in the Northeast U.S.\u00a0 Two in-person focus groups were also conducted with students in grades 9-12 from the same College Board school.\u00a0\u00a0 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\u2019 research and writing habits and skills.\u00a0 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.<\/p>\n\n 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.\u00a0 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. \u00a0Of these 2,462 teachers, 2,067 completed the entire survey; all percentages reported are based on those answering each question.\u00a0 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\u2019s 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.<\/p>\n\n The online survey was conducted from March 7\u2013April 23, 2012.\u00a0 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.<\/p>\n\n About the teachers who participated in the survey<\/strong><\/p>\n\n There are several important ways the teachers who participated in the survey are unique, which should be considered when interpreting the results reported here.\u00a0 First, 95% of the teachers who participated in the survey teach in public schools, thus the findings reported here reflect that environment almost exclusively.\u00a0 In addition, almost one-third of the sample (NWP Summer Institute teachers) has received extensive training in how to effectively teach writing in today\u2019s digital environment.\u00a0 The National Writing Project\u2019s mission is to provide professional development, resources and support to teachers to improve the teaching of writing in today\u2019s schools.\u00a0\u00a0 The NWP teachers included here are what the organization terms \u201cteacher-consultants\u201d who have attended the Summer Institute and provide local leadership to other teachers.\u00a0 Research has shown significant gains in the writing performance of students who are taught by these teachers.[1. More specific information on this population of teachers, the training they receive, and the outcomes of their students are available at the National Writing Project website at www.nwp.org<\/a>.]<\/p>\n\n Moreover, the majority of teachers participating in the survey (56%) currently<\/i> 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.\u00a0 These teachers and their students may have resources and support available to them\u2014particularly in terms of specialized training and access to digital tools\u2014that are not available in all educational settings.\u00a0 Thus, the population of teachers participating in this research might best be considered \u201cleading edge teachers\u201d 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.\u00a0 It is likely that teachers in this study are developing some of the more innovative pedagogical approaches to teaching research and writing in today\u2019s 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.\u00a0 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.<\/p>\n\n Every effort was made to administer the survey to as broad a group of educators as possible from the sample files being used.\u00a0 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).\u00a0 The sample includes teachers from all 50 states, Puerto Rico, and the U.S. Virgin Islands.\u00a0 All teachers who participated in the survey teach in physical schools and classrooms, as opposed to teaching online or virtual courses.<\/p>\n\n 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.\u00a0 About one in ten teachers participating in the survey are middle school teachers, while 91% currently teach grades 9-12.\u00a0There is wide distribution across school size and students\u2019 socioeconomic status, though half of the teachers participating in the survey report teaching in a small city or suburb.\u00a0 There is also a wide distribution in the age and experience levels of participating teachers.\u00a0 The survey sample is 71% female.<\/p>\n\n About the Pew Research Center\u2019s Internet & American Life Project<\/strong><\/p>\n\n The Pew Research Center\u2019s Internet & American Life Project is one of seven projects that make up the Pew Research Center, a nonpartisan, nonprofit \u201cfact tank\u201d 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.<\/p>\n\n About the College Board<\/strong><\/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>.<\/a><\/p>\n\n About the National Writing Project<\/b> <\/b><\/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>","protected":false},"excerpt":{"rendered":" A survey of Advanced Placement and National Writing Project teachers finds that teens’ research habits are changing in the digital 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