This technology needs assessment survey is designed to evaluate the technological needs of K-12 classroom teachers at the Valley View ISD. The target audience for this survey are teachers that are aged 21-55+ and have a Bachelor's or Master's Degree in Education. Their technological expertise ranges from novice to expert, depending on course emphasis in their degree program. 19 qualified school educators were selected for the survey, ranging from elementary to early college campuses, with experience in education ranging from 1-20+ years. The survey aims to generate an overview of teachers' requirements and opinions on technology needs in the district.

The results of the technology needs survey above indicate that the 19 educators in the group are highly comfortable with utilizing technology in their classrooms and with their students. As seen in Fig. 1.1, 84% of the teaching staff accepted technology as a great aid to classroom instruction. In order to maximize this advantage, 90% of teachers ensured that all students had access to relevant devices, as reflected in Fig. 1.2.

Areas of Improvement

Fig 1.3 pointed out that 47.4 percent of surveyed teachers responded with a neutral or dissatisfied answer when asked how satisfied they were with the current district-supplied software. This means that only 10 out of 19 educators stated they were satisfied or very satisfied, implying that there is a lack of access to the appropriate software needed for a technology savvy classroom. The survey, however, revealed that teachers are content with the available student devices. This reflects a lack of communication between the district technology department and teachers using these programs, demonstrating the major drawback of the system.

Around 58% of the target audience stated that they were satisfied or very satisfied with the current technological resources available for them to use. However, the results also suggested that 42.1% were not satisfied due to the fact that several teachers did not have up-to-date software resources. This information is illustrated in Fig.1.4. Out-dated resources can impeded the learning process with slow response rates and outdated or unavailable state standard question stems which could impede students from achieving academic success. Additionally, 16 out of 19 educators using technology on a daily basis within the classroom indicate the need for updated technological resources.

The results of the technology needs assessment survey indicate as displayed in Fig. 1.6 that the majority of teachers surveyed (84.2%) make use of technology to enhance instruction in the classroom 1-2 days a week, with 10.5% using it 3-4 days a week, and 5.3% using it daily. This suggests that although teachers value the use of technology in their classrooms, they may benefit from additional guidance in implementing it and in taking full advantage of its potential in terms of instruction, as evidenced by the a small percentage of teachers that are utilizing technology daily.

When our target audience of Valley View ISD teachers were surveyed on their comfort levels over the use of technology in their classrooms, only 11 out of the 19 educators stated that they were very confident. The details are exhibited in Fig. 1.7. That means that six individual teachers indicated  that they were only moderately confident with integrating technology at 32%. of the target audience. While 10.5%  of our participants at Valley View ISD were only slightly confident using technology daily and in dire need of additional assistance in learning how to incorporate it.  

Figure 1.8 depicts that around 58% of our teachers reported that they collaborate occasionally when implementing technology into their class, while about 37% said that they often or always collaborate with their colleagues. This suggests that the reason why some educators may not be confident when using the technology could be because they are not working with others who are more knowledgeable in the use of technology. The remaining 5% of teachers rated the support they received in terms of technology training as poor. This could cause issues regarding the successful implementation of technology in the classroom, as without any collaboration with colleagues or proper training, not all teachers will feel comfortable using the technology.

From the information illustrated in Fig. 1.9, it can be determined that the majority of survey participants reported that they had received a good or very good level of support in terms of technology trainings, resolving technical difficulties, and gaining access to more advanced technologies. Out of all the survey participants, 21.1 percent reported that they received very good support, 42.1 percent reported good support, 26.3 percent reported adequate support, and 10.5 percent reported poor support. This indicates that the majority of survey participants had a positive experience when it came to these matters.

Suggested Solutions for Improvement

Through the assessment, almost all 19 of the Valley View ISD educators strongly voiced their support for the need of professional development and training to address the district's technology needs. This outcome is evident in Figure 1.10, where it is clear that professional development is of utmost importance in helping to prepare students for the future. Moreover, 18 of the educators noted how important it is for them to be knowledgeable and up to date when it comes to the district's educational software. This showcases their enthusiasm for learning and their dedication to helping their students succeed. 

In Figure 1.11, when asked what additional resources they feel need to be improved in order to teach using technology, four of the participants chose professional development as their top priority, once again stressing the importance of further training and education. 13 teachers chose funding for additional resources needed as their preferred selection, recognizing that investments in better technology resources would aid considerably. Such resources as interactive whiteboards, virtual reality programs, online tutoring and 3-D printers -- alongside the preexisting tools being used for instruction -- would undoubtedly benefit the students academically. 

From this data, it is evident that the key component to helping overcome the majority of the issues currently facing the district is education. The 19 Valley View ISD teachers all emphasize the need for additional training, which will ultimately aid in mastering the use of the existing technology. In order for the district to flourish, communication between the technology department and the teaching staff must be improved. When cooperation and collaboration come together, there can be great success for both the district as a whole and its individual members.