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CDW-G’s Teachers Talk Tech Survey Released

Posted Jun 27, 2006
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CDW Government, Inc. (CDW-G) has announced the results of the 2006 Teachers Talk Tech survey. The survey of more than 1,000 K-12 teachers across the country revealed that deeper integration of technology and the core curriculum enhances both teacher and student performance. The survey also indicates that with improved technology-related professional development, the gap between technology and the core curriculum shrinks, allowing near-seamless integration of the two. When teachers understand the technology tools available to them, they are more likely to integrate technology into lessons, assignments, and projects, resulting in better performance and students armed with 21st century skills, according to the announcement.

Teachers Talk Tech 2006, conducted by Quality Education Data (QED), a subsidiary of Scholastic, Inc., reveals that:

* Technology is bridging the gap between 21st century skills and the core curriculum.
* The teaching process is fundamentally changing as professional development takes teachers from learning how computers work to using technology to change how they teach.
* Teachers believe technology is increasingly influencing how they teach thinking and learning skills to develop lifelong learners.
* Education is today where businesses were 20 years ago - on the cusp of radically transforming their fundamental environments.

Teachers Talk Tech finds that technology-related professional development is key to understanding and integrating technology in the classroom. In 2006, 48 percent of teachers reported receiving eight or more hours of professional development in the last 12 months, yet nearly one-fifth of teachers reported receiving no technology training at all. When evaluating the data based on the number of hours of technology-related professional development received, the more training teachers received, the more they see technology as an effective classroom tool for analyzing information, addressing critical thinking skills, and learning scientific concepts. These same teachers are also more likely to teach 21st century skills and see a positive impact of technology with their students.

Teachers Talk Tech finds that four out of five teachers believe technology is a critical tool for their job. There continues to be a strong use of technology for administrative basics like grades and attendance (88 percent) and communication (86 percent). More importantly, the survey reveals an increase in teachers' use of technology for lesson preparation (81 percent) and as a tool to teach students (79 percent). The use of these tools leads to more technology integration and offers students more opportunities to reap the benefits of classroom technology.

Teachers in the 2006 survey also say that their technology skills are improving, with 63 percent of teachers reporting that they have "somewhat advanced" to "advanced" technology skills, up from 47 percent in the first Teachers Talk Tech survey in 2003. Only 2 percent of teachers rate themselves as "beginners," down from a high of 9 percent in 2004. In addition to improving technology skills, three-quarters of teachers consider themselves "competent" or "highly competent" when using technology as an instructional tool for student assessments, evaluations and developing critical thinking skills. These skills are crucial to No Child Left Behind (NCLB) compliance and allow teachers and administrators to easily measure and react to student performance.

Half of the teachers surveyed indicated that technology access, time and budget are the top three factors holding them back from fully integrating technology into the daily curriculum. The survey indicates teachers want to spend more time with technology, have better access to computers that work and the budget to purchase reliable technology. The survey also found that elementary school teachers struggle more with finding the time to integrate technology, while middle and high school teachers struggle more with access to technology.

The full report can be downloaded at

Source: CDW-G,

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