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Telecommunications and K-12 Educators: Findings from a National Survey

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Telecommunications and K-12 Educators: Findings from a National Survey DOCUMENT RESUME ED 359 923 IR 016 132 AUTHOR Honey, Margaret; Henriquez, Andres TITLE Telecommunications and K-12 Educators: Findings from a National Survey. INSTITUTION Center for Technology in Education, New York, NY. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 93 CONTRACT R117F80011 NOTE 95p. PUB TYPE Reports Descriptive (141) -- Reports Research /Technical (143) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Classroom Techniques; Computer Assisted Instruction; *Computer Networks; Educational Improvement; *Educational Technology; *Elementary School Teachers; Elementary Secondary Education; Information Netwcrks; Information Transfer; Instructional Leadership; Media Specialists; National Surveys; Profiles; *Secondary School Teachers; Tables (Data); Teacher Education; Technological Advancement; *Telecommunications IDENTIFIERS Internet; Teacher Surveys ABSTRACT A survey was conducted to obtain a systematic profile of activities currently being undertaken by kindergarten through grade 12 educators in telecommunications technology. Based on the responses of 550 educators from 48 states, selected because of their involvement with computer technology, this survey represents the first large-scale description of educators' telecommunications practices. Benefits and obstacles to using telecommunications effectively as a professional resource and a learning tool are described; findings suggest that telecommunications serve asa valuable resource for both of these purposes for educators who responded. These educators represent a specialized group of highly educated and experienced teachers, who are knowledgeable about computer technology and who have been using a range of computer-based applications in classrooms for several years. Computer and library media specialists are generally the leaders in telecommunications practices, serving as a resource for other teachers. Most respondents are self-taught, and their responses highlight the lack of training in telecommunications for teachers. Implications of findings for improving the educational uses of telecommunications are discussed. Ten tables and 49 figures present survey findings. Appendix A isan annotated bibliography that lists 55 educational telecommunications services and regional Internet providers, and Appendix B lists the computer networks respondents used. (Contains 21 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** TelecommunicationsFindings from andaNational12 Educators: Survey OffiireU.S. of Educalanai DEPARTMENT Research OF EDUCATION and Improvement rEDUCATIONAL Thrsorlgrnatmgreceived documenl from itCENTER RE the NisSOURCES person been (ERIC) orreproduced INFORMATION organrzation as Margaret Honey r Minormen!Pointsreproduction charrges do of vrewnot Qualitynecessarily or have opmrons been statedrepresentmade into Ms improve official 00Cu Andres Henriquez OE RI posittOn or POliCyCenterBank for Street Technology College ofin Education 2 3 TelecommunicationsFindingsfrom anda K-12National Educators:Survey AndresMargaret Henriquez Honey s CenterBank for Street Technology College ofin Education s. 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NotionalandBrown Center the University Economy on Education AcknowledgmentsWIN 2ContentsIntroduction Therehard work are manyand thoughtful people whose com- organizationsWe are grateful who to helpedthe many us ingindividuals for many who years have on beenissues work- Squire,Kathy Spoehr, Karen BobWarner, Speilvogel, and Kirk Jim 64 ProSchoolsProfile File of of Respondents' Respondents analysisthepreparationments survey vvent of theinstrument, of into findings,this the report. design theand First. the of educatorsInternationalThelocate FrEdMail the representedtelecc.mmunicating Society Foundation, for here. Tech- the ualsothertelecommunications,related contributed colleagues. to K- 12 educationsignificant These and individ- many and theWinters.Finally, teachers we would and educators like to thank who 8 ComputersandRespondents' Training with Experience CenterTechnologycolleague!,we wouIC for like Childrenat in the Educationto thankCenter and our Tech- forand the theirenoughandnology Learningmailing in to Education. let lists. Initiativesus makePSINet NYSERNET, usewere distrib- of kind thethoughtfuldraftsamounts survey of the of advicean timesurvey. instrument to helped reviewing and their tothat make thisaandinvested very reportwill lengthy be their reflects instrumental timesurvey. their in completing We storiesin hope !210 Motivation,Telecommunications:Respondents'Profile of Technology Experience, Schools in JulieMoeller,Hawkins.nology. 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Al Rodgers, Rubin,Margaret Collegeof Education,*A resource of Education. to list Bank of different Street 28 TelecommunicationsTypeRespondents' and Selection Schools of surveyand creative and this help report. in designing the Educationof the Center Advisory for Technology Board, in RamDick Ruopp,Singh, GwenKaren Solomon, Sheingold, providedtelecommunications in Appendix networks A. is 3032 ServicesBarriersInter net Usageto the 34 ConclusionEffectiveTelecommunications Use of 4316 AppendixReferences BA Introduction FriBackgroundedit arilwith NewmanReel1986: & LevinI. evert, et ,11. & 1990:Cohen. 1988, Ruopp, 1985;Rel. 1985.1993: andals.downloading onstuder line eresearch learning curriculum activities).(i.e.. materi- class arrayrcclevant lively of experiencestoinvolved educators in tele( that who are are' curreneytechnologyto basic)(1enr,. tellbeing arid ommunicationscomputers. phonediscussed lire,, as anis areaidWaugh ofusing creative & telecommunications teachers,1989). studentsWith the roomposesI c,eal exchange ofen this activities) study. projects. weFor defined the oe-line pur cations.togetherprofessional Using a total contacts, our of netwoek.five welocus pill of cationalessentialT1992. eachers Lavin reform component can & useHohn,agenda networks of1990). 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