Technology Needs Assessment Results Report

This sections was completed in collaboration with the members of this group.

Introduction

The purpose of this project is to identify the needs of different applications and their implementations through the use of iPad's for teachers in the grades 3-5. A Technology Needs Assessment Survey will be distributed among three different elementary schools, each one from a different school district. The results of the survey will then be used to analyze and interpret distinct data to identify needs and provide a recommendation to close the performance gap in order to increase productivity and effectiveness in the classrooms.

Analysis of the Results

The Technology Needs Assessment survey consisted of 16 questions that revolved around the use of iPads and their apps, and their integration into the classrooms of 3rd to 5th grade teachers. Questions touched on teacher demographics as well specifics regarding what apps were used, if any, and how often these apps were integrated into lessons.

Teacher Demographics

The first question asked teachers what grade they taught. The data collected from the survey showed that 69.2% of teachers were 4th grade educators with 23.1% being 3rd grade educators and only 7.7% being 5th grade educators. Teachers were also asked what subject they taught as well as how long they have been teaching. The results of the survey revealed that 8 of the 13 teachers (61.5%) that responded teach English Language Arts. The remaining 38.5% of respondents teach Math (23.1%), Science and Social Studies (each at 7.7%). The length at which the respondents have been teaching was much more evenly distributed with 38.5% (5 out of 13) teaching more than 5 years and 30.8% (4 out of 13) teaching for both less than 5 years and more than 10 years. Education levels were also revealed to be fairly even. Of the teachers that responded, 53.8% indicated that they held a bachelor's degree with the rest having a master's degree in their field. The final question regarding teacher demographics asked their age range. The vast majority, 85%, indicated they were under the age of 50.

Question number 4 of the technology needs assessment survey asked if the respondent was an Apple Teacher. 69.2% answered that they were not Apple Teacher certified while the remaining 30.8% answered that they were. The Apple Teacher technology program helps teachers make the most of their Apple products inside of the classroom, helping them become proficient not only with Apple's proprietary Operating Systems, iOS and macOS, but also Apple's apps such as Pages, Keynote, Numbers, iMovie, and GarageBand. The certification also helps facilitate the level of productivity and creativity when using an iPad.

69.2% of survey respondents indicated that they were not Apple Teachers. 30.8% indicated they were.

Technology Integration

The remaining survey questions sought to identify the needs of different applications and their implementations through the use of iPad's for 3rd to 5th grade teachers.

46.2% of survey respondents indicated they incorporated iPads into their lessons only once a week. 30.8% answered with 2-3 times a week and 23.1% use them daily.

When asked how often iPads were incorporated into their lessons, almost half answered that they only use the iPads in their lessons once a week. The pie chart to the left shows the breakdown of the 3 answers provided which show that only 23.1% of the teachers surveyed used iPads on a daily basis.

Teachers who were surveyed were also asked which iPad apps they used in their classroom. The bar graph below show that several apps in particular are used fairly regularly across the board. The apps that stand out include Google Classroom, YouTube, Seesaw, and ClassDojo. Of these, YouTube and Google Classroom are both used by 7 of the 13 teachers surveyed, more than any of the other apps listed.

Other iPad apps appeared to fair well in the next question of the survey which asked which apps, if not listed above, were used in the classroom. Education Galaxy, PBS kids, and Epic Books were among the favorites. While apps such as YouTube and ClassDojo were identified as being heavily used in the classroom, neither were seen as the most effective in the classroom. As indicated in the doughnut chart to the right, SeeSaw and Google Classroom (including Google apps which are part of Google Classroom) are viewed as the most effective by more than half of the teachers surveyed, with the other 5 apps taking up the remaining 45%. Teachers chose these apps for various reasons but most liked how the apps are user friendly and collect student data that can later be analyzed.

Teachers indicated that they would like for applications to be user friendly and have multiple features so they can be engaging for students while allowing teachers to collect and analyze assessment data. Most of the teachers also indicated how they would like to learn either how to use more that one app at a time, for example: using the camera or interactive whiteboard while in Seesaw, or how to more effectively integrate iPads and their apps into their lessons. It was found that the iPads used in lessons are used for a wide array of strategies including reading, drawing, practice questions, Do-Nows, and even Exit Tickets. When asked if they were able to teach more efficiently because students used iPads in their classrooms only 1 teacher indicated that they disagreed and no one strongly disagreed, revealing that the overwhelming majority of teachers who use iPads in their classrooms believe that they are able to teach more efficiently.

Interpretation of the Results

Data collected from the Survey shows that the majority of educators are 4th grade educators with an even number of teaching experience, ranging from less than 5 years to more than 10 years, who integrate the use of an application in their classroom once a week. It also validates that, based on their experience and usage they are itermediate users and application use is specific to the begining or ending of a lesson.

Teachers mostly identified Google Classroom, Class Dojo, and YouTube as the application most used. Google Classroom being a point of access for students to obtain their class resources such as assignments, discussions, and materials. Class Dojo is a behavior management system, where point are accumulated or retracted, used as a digital portfoloio for parent access, and also used it as a parent-teacher communication tool. In addition, Youtube is a supplemental resourse to provide digital presentation, videos, and segemented skills practices of related topics.

The effective use of these applications aren't without its faults, teachers commented that they wish the application would be able to collect data, such as grading assignments for quick feedback of student success or specific content that may need to be reteached. Teachers also mentioned that they would like for the applications to allow students to be increasingly interactive and engaging. We also found that while teachers love to use the Google Classroom and ClassDojo applications, there are very few who mentioned that they use SeeSaw and Remind. These application serve as a student e-portfolio and communication platform. Thus, leading to believe that these teachers may be classified as beginners or those with limited usage of said application.

Futhermore, while teachers agreed that their lessons were vastly effective through the use of Ipad applications an important insight was made towards how and when it was integrated during a lesson. Namely, during bell work and exit-tickets where teachers were checking for understanding before and after a lesson. Identifying a need for a teacher initiative towards implementation of an application as a core aspect of the lesson. In other words, an cohesion of the application and content throughout the lesson. On anoter note, we identified a deficit in the usage of applications in the core content areas of Science and Social Studies. Therefore, providing a need to identify and expose the teachers to the benefits of applying these applications to their lessons as well.

Recommendations

Based on the data provided, these are some of the recommendations that we will provide in order to support and give ideas on implementing applications through the use of iPads.

Basic training to integrate multiple application use with a lesson.
Innovative strategies and methods of iPad usage monthly.
Provide training to become Apple Teachers
Research journals showcasing benefits and strategies to incorporate applications in Math, Science, and Social Studies core content lessons.
Provide professional development and integration for additional application used on iPads.

Summary

In conclusion, we distinguished that the use of iPads is confined to certain subjects and only used as pre and post quick checks, emphasizing that there are limitations and being ineffective used as resources that would impact learner development for society and future workforce professionals. Therefore, we propose to provide developmental training and activities that would help close academic gaps and accentuate current deficits; consequently, restructuring the dynamics of iPad usage through engaging lessons.

A printer friendly version of the Technology Needs Assessment Results Report can be viewed HERE.

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