Insightro: Survey / SETDA District Survey

What position do you hold?

Superintendent
Assistant Superintendent
District Technology Director
Other Central Office Administrator

How many students are enrolled in your district this year?

As of this year, how many schools does your district include?

Elementary:

Middle:

High:

Special:

By the end of this school year, how many years will you have been in your current position?

By the end of this school year, how many years will you have been a district administrator?

Are data being collected to determine if technology is impacting student achievement in the core content areas (reading, math, science, social studies/sciences)?

No.
Yes, to some extent.
Yes, definitely.

Do those data clearly indicate that technology is positively affecting student achievement?

No.
Yes, to some extent.
Yes, definitely.

Are data being collected to demonstrate if technology is impacting students’ 21st Century Skills (like visual literacy, self direction, or global awareness)?

No.
Yes, to some extent.
Yes, definitely.

Do those data clearly indicate that technology is positively affecting students’ 21st Century Skills (like visual literacy, self direction, or global awareness)?

No.
Yes, to some extent.
Yes, definitely.

Are data being collected to determine if technology is impacting students’ technology literacy?

No.
Yes, to some extent.
Yes, definitely.

Do those data clearly indicate that technology is positively affecting students’ technology literacy?

No.
Yes, to some extent.
Yes, definitely.

Are data being collected to determine if technology is impacting student engagement?

No.
Yes, to some extent.
Yes, definitely.

Do those data clearly indicate that technology is positively affecting student engagement?

No.
Yes, to some extent.
Yes, definitely.

Is there a district-wide expectation that students will have become proficient by the time they graduate from the school level indicated in:

Understanding the fundamentals of technology systems (e.g. understanding distinctions between hardware and software; familiarity with basic computer functions)

Elementary Schools
Middle Schools
High Schools

Understanding ethical, legal and societal issues related to technology use (e.g. the internet and individual right to privacy) – and using technology in ethical ways.

Elementary Schools
Middle Schools
High Schools

Does your district collect data on student proficiency at the school levels indicated in:

Understanding the fundamentals of technology systems (e.g. understanding distinctions between hardware and software; familiarity with basic computer functions)

Elementary Schools
Middle Schools
High Schools

Understanding ethical, legal and societal issues related to technology use (e.g. the internet and individual right to privacy) – and to using technology in ethical ways.

Elementary Schools
Middle Schools
High Schools

For which technologies does your district specify grade levels and content areas where students will use this technology?

Word processing/document processing
Spreadsheets (for data analysis and management)
Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro)
Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features)
Presentation software (PowerPoint, Astound, etc.)
Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology
Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.)
Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features)
Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords)
Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences)

For which technologies does your district collect data on student proficiency?

Does your district require teachers to use technology for the specific purpose of improving achievement in:

Elementary Schools: Writing?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Elementary Schools: Mathematics?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Elementary Schools: Science?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Elementary Schools: Elective areas, where appropriate (arts, foreign language)?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Middle Schools: Writing?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Middle Schools: Mathematics?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Middle Schools: Science?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

Middle Schools: Elective areas, where appropriate (arts, foreign language)?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

High Schools: Writing?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

High Schools: Mathematics?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

High Schools: Science?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

High Schools: Elective areas, where appropriate (arts, foreign language)?

Required
Suggested
Not required/suggested: Left to teacher/school’s discretion

When the district promotes a specific use of technology, or invests in technology programs for students, how often are those uses based in research (i.e. is there research specifically demonstrating the effect of those uses)?

Always or almost always
Sometimes or in some subject areas
Currently we have no mechanism for reviewing research when integrating technology
Not applicable; the district does not promote specific uses of technology

In this district, teachers (Select one):

Are expected to use technology regularly, as appropriate to their teaching assignment (e.g. once a week)
Are expected to use technology a few times each year
Decide individually (or school-by-school) whether and how often they will use technology. There are no expectations for how technology will be used.

In this district, teachers in the same grade or subject-area (Select one):

Share little or no common understanding about how technology will be used. Teachers decide individually whether and how they will use technology.
Share some common understanding about how technology should be used; however, some teachers implement these uses and others do not. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, but some teachers do not use technology for these purposes.)
Share a common understanding about how technology will be used to enhance learning, and there are clear expectations that technology will be used in these ways. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, and every earth science teacher uses technology for these purposes.)

My district has (Check all that apply):

Identified specific skills (e.g. using technology to collect and organize data) that students must have in order to be technologically literate.
A specific program or plan for helping students become technologically literate (e.g. responsibilities are officially assigned to subject areas for covering different technology skills, or students take stand-alone courses to build technology literacy).
A formal assessment of student technology literacy.

“Best practices with technology” are technology-supported teaching practices that either have a basis in educational theory or are supported by research.

Our district: (Select one)

Has a formal process for identifying best practices and then ensuring that every classroom teacher (for whom those uses are appropriate) learns of those practices.
Has a formal process for identifying best practices and sharing them with school leaders, if they are interested. It is left to the school’s discretion if and how those practices are disseminated to teachers.
Does not identify best practices at the district-level.

How frequently does your district communicate information about innovations and best practices in teaching with technology to schools and teachers? (Select one)

On an ongoing basis
Occasionally
Almost never

Has your district adopted or established technology standards for teachers that define what they should know and be able to do with learning technologies?

Yes
No

Which of the following is your district using? (Select one)

ISTE NETs for Teachers
Our state’s technology standards for teachers
District-developed technology standards for teachers
Other
Don’t know

My district (Select all that apply):

Assesses whether teachers have met these standards
Has a formal process for certifying teachers who do not meet technology standards
Has established a time frame by which new and existing teachers will meet technology standards

For which technologies does your district offer teacher professional development (e.g. workshops, courses)?

For which technologies does your district require teachers to either demonstrate proficiency or participate in professional development?

For which technologies does your district assess teacher proficiency?

For which topics does your district offer teacher professional development (e.g. workshops, course)?

PLANNING technology-supported instruction that meets content standards (e.g., how technology might enhance students’ content-learning; selecting technologies based on research).
IMPLEMENTING technology-supported instruction (e.g., ways of using technology to meet diverse learning needs of students; strategies for managing and organizing the classroom when technology is being used).
Using technology to facilitate student assessment (e.g., using electronic gradebooks, or online tests; analyzing and interpreting data on student progress).
Assessing student work when it was produced using technology (e.g., assessing students’ work when it is a multi-media products or electronic portfolio rather than the traditional essay)
Using technology for one’s own professional work (e.g., using online resources for professional development; using email to communicate with parents and colleagues; using administrative tools for tracking attendance and grades).

For which topics does your district require teachers to either demonstrate proficiency on this skill or to participate in professional development?

For which topics does your district assess teacher proficiency?

IMPORTANT: Questions below ask about technology in “a typical school.” For our purpose, “a typical school” is one that is neither at the high nor the low end of technology infrastructure – but rather represents what happens most frequently in your district.

What is the ratio of students to computers in a typical ELEMENTARY school building?

1 student to 1 computer (1:1)
2-5 students to 1 computer (2:1 – 5:1)
6-10 students to 1 computer (6:1 – 10:1)
11 or more students to 1 computer (11:1 +)

What is the ratio of students to computers in a typical MIDDLE school building?

1 student to 1 computer (1:1)
2-5 students to 1 computer (2:1 – 5:1)
6-10 students to 1 computer (6:1 – 10:1)
11 or more students to 1 computer (11:1 +)

What is the ratio of students to computers in a typical HIGH school building?

1 student to 1 computer (1:1)
2-5 students to 1 computer (2:1 – 5:1)
6-10 students to 1 computer (6:1 – 10:1)
11 or more students to 1 computer (11:1 +)

In the typical ELEMENTARY school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100)

% in classrooms

% on mobile carts

% in computer labs

% in libraries, media centers, or other public places

In the typical MIDDLE school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100)

% in classrooms

% on mobile carts

% in computer labs

% in libraries, media centers, or other public places

In the typical HIGH school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100)

% in classrooms

% on mobile carts

% in computer labs

% in libraries, media centers, or other public places

Which best describes school and district access to student information?

No access.
Some student information is available electronically.
All student information is available electronically.

District business information (including budgets) is:

Not yet automated
Partially automated through the use of office applications (e.g., spreadsheets, word processors, etc.)
Automated through the use of a comprehensive fund accounting package

District personnel records (e.g., sick days, pay scales, credentials) are:

Not yet automated
Partially automated or not centralized
Completely automated in a centralized database

What percentage of schools in your district have Internet connectivity (dial up or high speed) in the majority of classrooms

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have high speed Internet connectivity in most classrooms?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have high speed Internet connectivity in computer labs?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have high speed Internet connectivity in school library or Media Center?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have high speed Internet connectivity in the Principal/Assistant Principal’s offices?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have high speed Internet connectivity in other school offices (e.g. Guidance Counselor, school psychologist, other specialists)?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have data projectors for use by teachers (may be available for checkout or in classrooms)?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have printers for use by students and teachers?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have scanners for use by students and teachers?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have digital cameras for use by students and teachers?

0-20%
21-40%
41-60%
61-80%
81-100%

What percentage of schools in your district have digital video cameras for use by students and teachers?

0-20%
21-40%
41-60%
61-80%
81-100%

In most ELEMENTARY SCHOOLS in your district, students have access to this technology during the school day:

Computers with high speed Internet or Intranet connectivity:

At any time (class time, free periods, lunch, recess).
By special arrangement during free periods, lunch, recess.
Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made).
Students do not have access to this technology during the school day.

Printers:

In most Middle Schools in your district, students have access to this technology during the school day:

Computers with high speed Internet or Intranet connectivity:

Printers:

In most High Schools in your district, students have access to this technology during the school day:

Computers with high speed Internet or Intranet connectivity:

Printers:

For what proportion of schools in this district are the following statements true?

The school provides students with access to computers before and after school and on the weekend.

0-20%
21-40%
41-60%
61-80%
81-100%

The school provides students with access to the Internet before and after school and on the weekend.

0-20%
21-40%
41-60%
61-80%
81-100%

A community resource (e.g. Community Center, district office, or local library) provides students with access to computers before and after school.

0-20%
21-40%
41-60%
61-80%
81-100%

A community resource (e.g. Community Center, district office, or local library) provides students with access to the Internet on the weekend.

0-20%
21-40%
41-60%
61-80%
81-100%

The majority of students have computers at home.

0-20%
21-40%
41-60%
61-80%
81-100%

The majority of students have Internet access at home.

0-20%
21-40%
41-60%
61-80%
81-100%

The majority of students have no access to computers beyond the school day.

0-20%
21-40%
41-60%
61-80%
81-100%

The majority of students have no access to the Internet beyond the school day.

0-20%
21-40%
41-60%
61-80%
81-100%

What proportion of schools in this district offer students the following:

Their own email accounts, to be used for schoolwork

0-20%
21-40%
41-60%
61-80%
81-100%

High bandwidth connectivity to the Internet and the district’s Intranet

0-20%
21-40%
41-60%
61-80%
81-100%

Electronic storage space (e.g., an eLocker or a folder on a server)

0-20%
21-40%
41-60%
61-80%
81-100%

Online access to the library catalogue (over the Internet or the Intranet)

0-20%
21-40%
41-60%
61-80%
81-100%

Online access to databases (e.g., EBSCO, SIRS)

0-20%
21-40%
41-60%
61-80%
81-100%

Online curricula (e.g., Beyond Books)

0-20%
21-40%
41-60%
61-80%
81-100%

Opportunities for distance learning (e.g., classes or lessons offered over the Internet or through video-conferencing)

0-20%
21-40%
41-60%
61-80%
81-100%

At-home access to most software that is used in their classes

0-20%
21-40%
41-60%
61-80%
81-100%

To what extent does your district provide teachers in elementary, middle, high schools with:

Elementary Schools:

Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online

Yes, to all schools
Yes, to some schools
No

Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet)

Yes, to all schools
Yes, to some schools
No

Access to basic productivity software (presentation, word processing, spreadsheets)

Yes, to all schools
Yes, to some schools
No

Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online)

Yes, to all schools
Yes, to some schools
No

Access to electronic administrative tools (e.g., electronic gradebooks)

Yes, to all schools
Yes, to some schools
No

Online curricula (e.g., Beyond Books)

Yes, to all schools
Yes, to some schools
No

Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing)

Yes, to all schools
Yes, to some schools
No

Middle Schools:

Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online

Yes, to all schools
Yes, to some schools
No

Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet)

Yes, to all schools
Yes, to some schools
No

Access to basic productivity software (presentation, word processing, spreadsheets)

Yes, to all schools
Yes, to some schools
No

Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online)

Yes, to all schools
Yes, to some schools
No

Access to electronic administrative tools (e.g., electronic gradebooks)

Yes, to all schools
Yes, to some schools
No

Online curricula (e.g., Beyond Books)

Yes, to all schools
Yes, to some schools
No

Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing)

Yes, to all schools
Yes, to some schools
No

High Schools:

Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online

Yes, to all schools
Yes, to some schools
No

Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet)

Yes, to all schools
Yes, to some schools
No

Access to basic productivity software (presentation, word processing, spreadsheets)

Yes, to all schools
Yes, to some schools
No

Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online)

Yes, to all schools
Yes, to some schools
No

Access to electronic administrative tools (e.g., electronic gradebooks)

Yes, to all schools
Yes, to some schools
No

Online curricula (e.g., Beyond Books)

Yes, to all schools
Yes, to some schools
No

Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing)

Yes, to all schools
Yes, to some schools
No

Approximately what percent of elementary, middle, and high schools in your district have 2-way video learning equipment in the building?

% of ELEMENTARY schools

% of MIDDLE schools

% of HIGH schools

In a typical school in your district, how long does it take to do each of the following?

Get a failed computer repaired?

A few minutes
.5 to 1 hour
1 to 4 hours
.5 to 1 Full day
2 to 5 days
1 to 3 weeks
A month or more

Get help on a software problem or question?

A few minutes
.5 to 1 hour
1 to 4 hours
.5 to 1 Full day
2 to 5 days
1 to 3 weeks
A month or more

Get network services restored when the network goes down?

A few minutes
.5 to 1 hour
1 to 4 hours
.5 to 1 Full day
2 to 5 days
1 to 3 weeks
A month or more

Which best describes the access most teachers in your district have to:

Information about student demographics?

Available online, accessible directly to teachers from classrooms.
Available online, accessible directly to teachers from central school locations (e.g. main office, Staff Rooms).
Available electronically (e.g. in an Excel file) if requested from administrative offices.
Available on paper if requested from administrative offices.
Teachers cannot access this information.

Information about student achievement or past academic performance? (Select one)

Information about absences, behavioral referrals, or other related issues?

Which best describes the access that most administrators in this district have to:

Information about student demographics?

Available online, accessible directly from building offices
Available electronically (e.g. in an Excel file) if requested from district administrative offices
Available on paper if requested from district administrative offices

Information about student achievement or past academic performance?

Information about absences, behavioral referrals, or other related issues?

Which of the following is available in schools in your district?

Individual Voice Mailboxes for teachers

Yes, to all schools
Yes, to some schools
No

Individual Voice Mailboxes for administrators

Yes, to all schools
Yes, to some schools
No

Online Grading

Yes, to all schools
Yes, to some schools
No

IMPORTANT: Questions below ask about different groups of students’ access to:

Technology for learning: Examples include access to up-to-date computers in the classroom, scheduled time in computer labs, etc.

Do all schools in your district that are at the same grade level (e.g., all elementary schools) have approximately the same level of access to technology for learning?

Don’t know
Some schools have far less access and others have far more
Some schools have somewhat less access and others have somewhat more
There is no real difference between schools

What percentage of your Title 1 budget is allocated to technology-supported learning? Include amounts allocated for technology-related staff development .

Does your district have a formal, written vision for how technology should be used to by students and by teachers to improve teaching and learning?

Yes. Every school principal is familiar with it.
Yes. Some principals are familiar with it and others are not.
No.

Which of the following groups were involved in the development of your vision statement? (Check all that apply)

District leaders
District technology personnel
School leaders
School teachers
School technology personnel
Parents
Businesses
Other community representatives
Students

Answer this question ONLY if your district has a formal, written vision statement. Our vision statement specifically states that our school must prepare students for the technological age:

Very true
Somewhat true
Not at all true

Our academic learning standards or content standards specifically incorporate technology literacy

Very true
Somewhat true
Not at all true
I don’t know

Our academic learning standards or content standards specifically incorporate digital age literacies or 21st Century skills (like information literacy, visual literacy, self-direction, etc)

Very true
Somewhat true
Not at all true
I don’t know

When teachers design curriculum and plan instruction, this district requires that they always consider 21st Century Skills (like technology literacy, visual literacy, global awareness, and self direction, etc.)

Very true
Somewhat true
Not at all true
I don’t know

In this district, we have assessments that measure 21st Century Skills (like technology literacy, visual literacy, global awareness and self direction, etc.)

Very true
Somewhat true
Not at all true
I don’t know

IMPORTANT: Questions below ask about technology-related policies, training and incentives in your school or district. It is understood that some of the issues addressed in the questions are limited by budgets, funding requirements or state/federal policies, and may not be in the control of school/district leadership. Please respond to each item as honestly as you can.

Rate your agreement with the following statements. In my district:

In this district, we have assessments that measure students’ technology literacy

Very true
Somewhat true
Not at all true
I don’t know

We identify which technology practices have documented, positive results.

Strongly Agree
Agree
Disagree
Strongly Disagree

We formally review such practices to determine whether they are appropriate for our students.

Strongly Agree
Agree
Disagree
Strongly Disagree

Our staff or leadership team sets year-long targets for district-wide adoption of these technology solutions.

Strongly Agree
Agree
Disagree
Strongly Disagree

Practices identified as research-based or “proven” – including lesson plans and curricula – are posted online so that they are accessible to teachers throughout the district.

Strongly Agree
Agree
Disagree
Strongly Disagree

Incentives are provided for schools (and/or teachers) that adopt proven best practices related to technology (e.g., laptops, conference attendance, stipends for professional development).

Strongly Agree
Agree
Disagree
Strongly Disagree

Teacher salary scales include teachers’ participation in technology-related professional development.

Strongly Agree
Agree
Disagree
Strongly Disagree

For what proportion of schools in your district are the following statements true?

Innovative, technology-supported teaching practices are rewarded (e.g. through public recognition, software or equipment for professional use, stipends for professional development)

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Research and best-practice are viewed by teachers and administrators as valuable and necessary for making decisions about technology use.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Teachers are excited about learning new ways of improving student learning in their content areas or grade levels.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Teachers are not afraid to learn about new technologies and use them with their class(es).

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

School leadership is willing to support – through funding or staffing – teachers’ efforts to innovate and integrate technology.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Which of the following incentives are provided by your district to encourage teachers to use learning technology? Check all that apply.

Release time for planning the use of technology
Schedule changes so teachers have time to learn and plan collaboratively
Classes or workshops related to technology integration
Expectations/requirement that professional staff use technology
Ability to check out school technology for use over the summer months
Special purchasing plans for technology (for example, discounts, paybacks through professional development, or interest-free loans)
Funding or grants for classroom-based and media center technology resources
Access to technology-based administrative/student information system
Technology certification for teachers
Salary incentives for teachers participating in technology related professional development
Public acknowledgement or recognition (e.g. in newsletters or during school board meetings) of effective teacher uses of technology

During this school year, what percentage of schools will involve students in projects collaborating with organizations, environmental groups, businesses or individuals in their community?

0-20%
21-40%
41-60%
61-80%
81-100%

In my district, when making decisions about adding to or modifying school technology facilities or resources, the community and how it might be served plays a role in our decision-making process.

This is standard practice
Occasionally
Rarely
Never

In my district, schools and/or the Central District Office have increased parents’ and community’s access to technology by allowing them to use our facilities.

This is standard practice
Occasionally
Rarely
Never

Has you district adopted technology standards for administrators (e.g., the Technology Standards for School Administrators (TSSA))?

Yes
No

If your district has adopted standards, are administrators assessed on their achievement of those standards?

Yes
No

If administrators are assessed, what percentage of administrators have achieved these standards?

0-20%
21-40%
41-60%
61-80%
81-100%

Are technology outcomes specifically included in the evaluation criteria for district and building administrators?

Yes
No

Which of the following best describes the schools in your district?

Schools do not typically have a technology plan. Technology use is left to individual leaders.
Schools have a technology plan, but this is separate from the school improvement plan.
Schools have a school improvement plan that has integrated technology-related goals and strategies in a systematic way.

Professional development offered by my school or district

Prepares teachers to discuss specific research or theory upon which the training is based.

Very true
Somewhat true
Not at all true
I don’t know

Prepares teachers to assess student work produced with technology (e.g., when students produce a research report using a variety of online resources).

Very true
Somewhat true
Not at all true
I don’t know

Includes opportunities for teachers to see actual examples of technology applied to learning in classrooms similar to their own.

Very true
Somewhat true
Not at all true
I don’t know

Allows teachers to practice skills acquired during professional development in a real or simulated classroom settings.

Very true
Somewhat true
Not at all true
I don’t know

Includes time for teachers to work together, and to discuss and plan for using technology in the classroom.

Very true
Somewhat true
Not at all true
I don’t know

Is flexible enough to change direction or focus, depending on teachers’ needs and interests.

Very true
Somewhat true
Not at all true
I don’t know

Explicitly shows participants how specific technology uses are related to standards and school improvement goals.

Very true
Somewhat true
Not at all true
I don’t know

Takes into account the resources, equipment and support available to teachers, and makes certain in advance that the uses of technology covered during training can be implemented in the classroom.

Very true
Somewhat true
Not at all true
I don’t know

Includes strategies for getting “behind the classroom door,” that requires teachers to observe and be observed by other teachers.

Very true
Somewhat true
Not at all true
I don’t know

Tracks teachers as they gain skills, and provides opportunities for even the most advanced integrators of technology to enhance their skills.

Very true
Somewhat true
Not at all true
I don’t know

Which of the following are schools required to document and report to your district? (Check all that apply)

Basic information about computer facilities, equipment, and capacity.
School technology programs and innovations.
Student achievement outcomes that are related to the use of technology.
Other student outcomes (e.g. 21st Century Skills; motivation) that are related to the use of technology.
A cost-benefit analysis of technology us for education.

To what extent does your district use information about each of the following to make decisions about funding, hardware/software acquisitions, and district policies about technology use?

Computer facilities, equipment, and capacity.

Used Extensively
Used Somewhat
Not Used

Research and best practice related to learning technology.

Used Extensively
Used Somewhat
Not Used

Student achievement outcomes resulting from the use of technology.

Used Extensively
Used Somewhat
Not Used

The contributions technology can make to other student outcomes (e.g., 21st Century skills; motivation) that are related to the use of technology.

Used Extensively
Used Somewhat
Not Used

The costs vs. benefits of technology use for education (i.e. a cost-benefit analysis).

Used Extensively
Used Somewhat
Not Used

In approximately what proportion of schools do:

Administrators analyze school performance results using electronically accessed student data.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Teachers use electronically accessed student data specifically to make decisions about instructional plans.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

School administrators track how teachers in each grade or subject-area department use technology.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

Teachers or administrators collect data on students’ technology literacy.

0-20%
21-40%
41-60%
61-80%
81-100%
I don’t know

How equitable is technology funding ($$ per student enrolled) for schools serving similar grade levels (e.g. elementary schools) across your district? (Select one)

Some schools have far less funding and others have far more.
Some schools have somewhat less funding and other have somewhat more.
There is little or no difference between schools serving similar grade levels.

In you district, how adequate is technology funding for each of the following purposes? (Select one)

Technology for administrative functions

Non-existent
Very Poor/Barely Adequate
Adequate or Pretty Good
Good
Excellent

Technology for teaching and learning

Non-existent
Very Poor/Barely Adequate
Adequate or Pretty Good
Good
Excellent

Building network connectivity

Non-existent
Very Poor/Barely Adequate
Adequate or Pretty Good
Good
Excellent

Technical support

Non-existent
Very Poor/Barely Adequate
Adequate or Pretty Good
Good
Excellent

Instructional support for teachers who want to use technology with their students

Non-existent
Very Poor/Barely Adequate
Adequate or Pretty Good
Good
Excellent