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Qauntitative data!

April 3, 2010 Leave a comment

Graph

Image source: http://crappygraphs.com/


Back in October, 2008, Education.au published some market research data on educators’ use of ICT. The executive summary provides a concise overview (as it should) however, the stats reported are combined from all four sectors studied (primary, secondary, vocational and higher education). I am more interested in ICT use in primary and secondary schools and and such, sifted through the data in the relevant sections of the extended report. References provided at the bottom of this post.

Sure, the data’s is getting a little old, but is still of interest as it is (a) Australian; (b) reports on primary & secondary teachers; and (c) is based on teacher self-assesment rather than an external skills measure. The combination of these factors make it noteworthy …. and as such, I will make some notes :p

I have collated data for primary and secondary teachers only. As such the figures I present here will differ from those found in the executive report or used in other education.au literature . The data is based on surveys of ~280 primary and secondary teachers (216 primary, 67 secondary) from Australia.

The Good News

Percentage of teachers using internet every day: 87%

…and the Bad News

Results of ICT capability self rating

  • Not applicable for my role
    • 3%
  • Foundation – developing my ICT skills
    • 5%
  • Emergent – using ICT to support teaching and learning
    • 25%
  • Proficient – confident in use of ICT to support learning outcome
    • 39%
  • Transforming practice – new ways of engaging students
    • 28%

education.au CEO, Greg Black describes only those teachers who are transforming practice, as being effective users of ICT. This is a fair assessment. If pedagogy is not changing in response to technology, either (a) the use of technology is ‘cosmetic’ and doesn’t address the different approaches to learning afforded or demanded by the technology; or (b) our existing pedagogical approach was so perfect that no change in response to technology is required. bah!

In a vodcast on education.au, Greg Black attributes the lack of effective ICT use by educators to

a lack of investment in providing teachers with the techniques and strategies to use computers in their classrooms. (Black, 2008)

The way I read it, this statement calls not only for an investment in teacher professional development, but further, PD which addresses pedagogical skills, not merely technological skills.