Technology Needs Assessment Results Report

Introduction:

The purpose of the Technology Needs Assessment Survey was to gain insights into the current state of technology integration in the classroom. This survey was specifically targeted for K-16 educators who actively integrate educational technology into their instruction. The data collected will enable us to identify the most effective technologies and best practices for enhancing the educational experience for both educators and students.

Analysis of the Results:

Our technology needs survey consisted of 10 participants. We asked 15 carefully selected questions to help identify the technology needs of educators K-16. Our participants were 70% early educators, with 22% secondary or higher ed. teachers. This variety of levels gave us great insight into technology use in all classroom settings and the need for support. Technology correlated well with students and teachers; however, it still shows a slight gap between what students may be used to and what is used in the classroom. As more technology becomes available in the classrooms, teachers are using more technology to help drive instruction.

Our Participants

We had a total of 10 participants in our study. Three participants were Pre-K teachers, 2 were Kindergarten teachers, 1 was a 2nd-grade teacher, 1 was a 4-8 Generalist teacher, 1 was a Higher Ed teacher, and one preferred not to specify what level they taught.

Figure 1.1

Technology Devices for Educators

Our results show that 60% of our participants use laptops, while 40% use other devices. All other devices were at an equal 10% usage, revealing that schools still do not use the same devices. Technology devices are in need in many schools, and many districts may still need to have devices available for their staff.

Figure 1.2

Technology Devices for Learners and Educators

These results show that 60% of learners and educators use the same educational technology device. This kind of alignment can benefit the learner by providing a familiar tool for learning. 20% responded "not sure," and 20 % responded "sometimes." These results may be due to online learning, where the educator might need to be made aware of the device that the learner is using or not sure if other devices are being used.

Figure 1.3

Technology Tools

It was interesting to see that all our tool selections are being used. Each tool received a 10% giving us a well-balanced usage for each. Although each one is being used, it would be interesting to see why they are not being used more. This data shows that technology programs are becoming more useful in the classroom but may still need more flexibility in usage.

Figure 1.4

Proficiency Utilizing Educational Technology

In this question, participants were asked what extent they would describe their proficiency in utilizing educational technology. 20% rated themselves as "good" or "average" for their proficiency levels. All other responses were selected at 10%, falling between the "medium" and " proficient " levels. This data informs us that educators are making gains in technology use and feel confident when using it in their daily instruction.

Figure 1.5

Implementing Technology in the Classroom

This data captures how comfortable educators are when implementing technology in the classroom. The levels provided were 0-5, with five being the highest. 10% of the participants felt they were in the middle range, while 50% were on the higher scale of 4 and 40% at the top level of 5. This data indicates that as more technology is being provided and used, educators feel more comfortable implementing it in their daily lessons. This data also shows that training may be needed to fill the gaps where issues still occur.

Figure 1.6

Educational Technology Training

We asked this question to get an idea of how educators felt about the technology trainings provided by their district or institution this year. A solid 50% felt that the trainings they had received were "average." 20% said trainings provided by their districts were "fair" and 30% said they were "poor." Not one single "great" was selected. This is what drives Ed. Tech students like us not only to learn but to teach others so that we can get out of the "average" and bring the "great" back into learning.

Figure 1.7

Educational Technology and Curriculum

In this question, educators were asked whether they agreed that implementing educational technology into the curriculum benefits students and teachers. They were given the options to Strongly Agree, Agree, Disagree, or Strongly Disagree. Both selected options agreed; however, 50% agreed, and 50% strongly agreed. Based on the data, this tells us that not only are educators finding it beneficial to integrate technology into the curriculum to help students learn and be successful, but they are also finding it beneficial for themselves. This may be due to the popularity of technology with children and their connections to digital learning. Either way, it is a step in the right direction for technology incorporation in all curricula.

Figure 1.8

Developing Online Lessons

These results show the responses for how educators felt about their confidence in the capability to develop engaging online lessons. They were given the options to Strongly Agree, Agree, Disagree, or Strongly Disagree. 20% said they "disagreed" and did not feel as confident in developing engaging online lessons; however, 60% "agreed" that they felt confident to do so. 20% "strongly agree" and were confident they could develop engaging online lessons. Based on the data, this tells us that as educators are using more technology in their classrooms, they are also learning to create and design e-learning lessons for their students.

Figure 1.9

Weekend Training Opportunities

This question asked whether educators would be willing to attend weekend training on educational technology. They were also asked to explain their responses. 50% of the participants responded, "Yes." This group expressed that they enjoy learning, with one adding that they agreed only if compensated for their time. The other 40% of respondents expressed concern over the weekends being designated for family time and preferred to skip training during these times. When providing training opportunities to staff, it is crucial to offer various time options to help accommodate busy schedules.

Figure 1.10

Time Spent Grading

Our survey included this question regarding how many hours educators dedicated to grading assignments/ grading online this year. The responses varied from 1hr-12 hours, with one response of "too much" time. This data indicates that grading is still time-consuming for educators. Although educational technology has been a relief, we still have barriers that we must tackle and look at carefully.

Figure 1.11

Integration of Technology Talks

In this question, educators were asked if they talk with other teachers about the integration of technology in the classroom. 18% strongly agreed, 63% agreed, and 18% disagreed. Based on that data, these conversations occur amongst educators; however, some might still disagree with classroom technology.

Figure 1.12

Concerns for Advanced Technology

This open-ended question asked, "What are your thoughts, suggestions, recommendations, or concerns on using computers, networks, or other advanced technologies for education?" Topping the charts was the overall agreement that technology enhances learning. Many educators agree that technology is motivating for students and a great tool to use in the classroom. One mentioned a concern over privacy and security but agreed that it would work with the proper measures in place. 20% of the participants felt it was too much technology and suggested using it to supplement instead. The rest of the participants would like to see more educational training and believe it should happen before implementing new programs.

Figure 1.13

School Technology Needs

These questions provided insight into what teachers would like to see implemented in the future. Lots of the recommendations had to do with the infrastructure of high-speed internet use. Others mentioned the need for technology devices for all students and ensuring that everyone has internet access. One participant mentioned using Learning Management Systems, while others mentioned the need for more technology experts to assist in schools. This data is pivotal for campuses to provide better learning experiences for our students.

Figure 1.14

Changes for Technology in Schools

This data tells us that there is still concern over what students can and cannot view while on the internet, and although districts use firewalls and filters, students continue to find ways around it, making it a continued issue for schools. Some educators feel that parents should also be provided opportunities to learn how to use technology and invest time in teaching students before devices are handed out. We also gathered that many schools still have yet to have devices for every student and are struggling to connect students to technology. Providing more training for educators and students and not allowing technology to completely replace a teacher were also mentioned. One participant noted that the views from the administration can also be an issue when making technology changes in schools. Overall, these results indicated that there is still a great need for improvements and changes in technology in our schools.

Figure 1.15

Interpretation of the Results:

Based on the data collected from educators in early childhood to higher education, it shows that they utilize technology in the classroom, are open to learning more by attending weekend technology training, and are considerably tech-savvy. Starting with Figures 1.2 and 1.3, 60% of educators use laptops for instructional purposes, and 80% of educators and students use the same technology most of the time in the classroom. The familiarity of technology used in the classroom for teachers and students is beneficial for effective learning and classroom management because students can be self-sufficient. From this analysis, it would be best that educators have online training via a laptop, as it is frequently used. The data results for Figure 1.4, were very diverse in the specific technology used for instruction. The percentage was as follows: 20% use Google Classroom, and the other were individually 10% percent, Teams, Kahoot, Zoom, Seesaw, District pre-approved, Eureka math, and Quiziz. We can analyze the data and interpret that it would be best to incorporate training on gamification programs for instructional purposes in the class. The data showed that educators may not be aware of other programs they can incorporate in their classrooms, such as Kahoot, Seesaw, Peardeck, and many more based on the 10% response total.

The following information is inspiring as it represents the willingness of educators to expand their learning. Figure 1.10 shows responses of who would be willing to attend weekend training on educational technology, and 50 % said yes. To facilitate a high volume of participants, it would be best to organize training through an interactive online video. That way, teachers can control the pace to go back and review the content as needed. In connection with online video to help educators we as educational leaders can create a step-by-step guide for educators to have when they need help with technology in the classroom. Per Figure 1.14 a lot of concerns about wifi connection and learning management systems. The guide will have the basics of how to connect to the wifi, how to connect to a printer and other resourceful instructions that educators can try before the ed tech person comes to help.

Finally, the last question was about changes for technology in school; Figure 1.15 was an open-ended question with excellent responses. An educator mentioned more training for students and teachers, as well as providing parents with knowledge. As educational technology leaders who are aware of the new technology, such as AI and ChatGPT, on the rise, it would be beneficial to make educators aware of how these are being used in education. As for training for students, the main priority would be informing them of the responsibilities of how to be a respectful digital citizen.

The following data results are a great starting point to plan our future training for educators as we continue to analyze the gaps and strengths they may have with technology. We will take into consideration their proficiency and confidence level to scaffold their learning to reach their highest potential in learning technology.

Recommendations:

From our Technology Needs Assessment Results, we can recognize the need for implementing specific recommendations to support the participating teachers and instructors.

According to the survey, participants expressed a preference for compensated technology training. Our first recommendation is to offer technology-based professional development for all staff and provide compensation for attending these particular trainings. Focusing on topics such as exploring technology applications and technology usage would enhance their practical technology skills.

After carefully examining our survey results, we have an additional valuable recommendation for our participants. It is essential to ensure equitable classroom experiences for all students by enhancing the learning environment. This will lead to improved accessibility and overall learning experiences. Students would benefit from access to essential technologies, including computers, improved internet connection, well-trained staff knowledgeable in technology, and reliable technology choice boards to facilitate their learning effectively.

Finally, our team highly recommends keeping staff updated with the newest technology equipment and new online resources as per the feedback received from our participants who expressed a desire for more new technology equipment. Also, providing additional classes for students to learn how to use technology is essential.

Schools should prioritize the demand for instructors to receive more technology training. Encouraging parents to learn how to use technology at home to support their children's learning will definitely create a more enjoyable and beneficial learning experience.

Summary:

Our Technology Needs Assessment Results offered an analysis of the current technology usage and requirements among K-12 educators and higher education professors. This report has easily shown the survey results, the results interpretation, and recommendations to enhance technology integration in educational settings. After reviewing our survey results, participants expressed that while they have some essential tools and technology information, additional targeted professional development and technology resources can significantly enhance their student's education. Building on these insights, we were delighted to propose a few great recommendations aimed at supporting other fellow educators' personal and career growth.

Results Report - Printable Version

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