Ashley Bonte EDTE 650 Fall 2013 Analysis on Technology Survey Population Surveyed In order to gain a better perspective

on what teachers already know and need to know concerning technology in the classroom, I utilized Surveymonkey to administer a free 10-question analysis. The sample population consisted of six-second grade teachers, seven-fourth grade teachers, and seven-fifth grade teachers all from Midway Elementary School in Lexington, SC. These teachers were sent a survey and asked to complete it over a weeks time. I received 15 of the 20 surveys back. Survey Decisions In comprising the survey, I met together with other teachers and decided which questions would help me understand what teachers need most from technology. I also asked questions that would allow teachers to voice their concerns with technology in an effort to confirm that Wiki would be a solution for them. Survey Results The first seven questions were multiple-choice with pre-made answer choices for each teacher to select. The results of each question are located in the Appendices in a graph or chart form. According to Appendix A, all teachers surveyed responded that they would use technology in the classroom throughout the day if they had the appropriate resources. 14% of those surveyed, according to the graph in Appendix B, only use technology once a day currently. In addition, Appendix C shows that all teachers use some kind of technology in their lessons, while 85% of them admit that they allow their students to utilize technology as well. I also learned that 93% of teachers questioned assign daily or weekly computer-related assignments or tasks (Appendix D), and all teachers agree (in multiple degrees) that they are motivated to find ways to use technology in the classroom (Appendix E). Appendix F and G show that all teachers alter their instructional use of classroom computers as they gain new knowledge of software applications and research on teaching and learning, and that they all find computers to be a vital part of classroom instruction. The results from the sample population confirmed what I have seen previously from Elementary teachers all across the district. It is interesting to note the streamline of answers for each question. Most teachers seem to have the same thoughts, and are all extremely open to the idea of using new technology. In addition, a majority of teachers are already using technology on a regular basis, and show their openness to new ideas and technology programs. Computers seem to be a vital part of these classrooms, and teachers seem to desire more ways to incorporate technology as a whole. From this, I can assume that these teachers have a low frustration level and are going to be able to embrace a new idea that will make teaching with technology even more beneficial. The last three questions were open-ended, and allowed teachers to insert their own thoughts and answers. Appendix H showed a variety of aspects they wish would

improve in their classroom, with collaboration and technology earning the top percentages. Appendix I reveals that teachers feel that technology could be used in all subjects, especially Science, Math, and Social Studies. ELA, project-based learning, and research were also areas that teachers felt could be improved with additional, appropriate technology. Already, according to Appendix J, teachers are incorporating technology where they can in all subjects, especially in math. After analyzing the results from our survey, I have concluded that a lesson on the online web tool Wikispaces would be beneficial to our target audience. Wikis will allow teachers and students to utilize technology at home and in the classroom. All subjects can be incorporated through a Wiki, and engagement will dramatically increase. I hope that the Wiki tutorial will further motivate teachers and students to allow technology to be a more prevalent aspect of their learning, especially with teaching the character skills.

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Appendix G

Appendix H

Appendix I

Appendix J