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Posts Tagged ‘stats’

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.


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Social Networking: Quantitative data from Australia

March 28, 2010 Leave a comment

Abstract bar graph

ACMA released its report Young Australian’s use of online social media mid 2009. Being somewhat numerically inclined, I was drawn to the quantitative report (though a qaulitative report was also published). This allows a quick and recent snapshot of internet use and opinion in Australia. I have focused on the results for social networking sites and trends in usage.

Who is using social networking services?

  • 8-9 Years     : 37%
  • 10-11 Years : 64%
  • 12-13 Years : 80%
  • 14-15 Years : 94%
  • 16-17 Years : 97%

What does this tell us? Social networking use increases as students progress through high school. It is a ubiquitous feature of contemporary Australian adolescent life.

Why are students using social media?

Teen motivations for use of social media

Image source

Privacy Issues

Over the range of ages, 20-30% of students are not making use of private access settings for social media pages. a further 5-10% are unsure. Rates of uptake of privacy settings increase with age (up to 76% with 17 year old students).

Yet parents are afraid. In the figure below documenting parental concerns, the first question is most interesting as it breaks from the symmetric patterns of concern seen with the other questions.

Parental concerns over childrens' use of social media

Image source

Australian Communications & Media Authority (ACMA). (2009b). Click & connect: Young Australian’s use of online social media. 02: Quantitative research report. Sydney: Commonwealth of Australia. Retrieved from http://www.acma.gov.au/webwr/aba/about/recruitment/click_and_connect-02_quantitative_report.pdf .

Can we teach without technology?

March 19, 2010 1 comment

American penny

Image Source : http://www.flickr.com/photos/r-z/ / CC BY 2.0


from ‘Technology and Teaching‘ on David Warlick’s blog ‘2¢ worth’

Davis has surveyed teachers on their attitudes to technology in education. Their are some sampling issues (as pointed out by the author)

it is important to note that this was a technology conferences and all of the high school teachers there attended voluntarily — so they were largely the converted

however, it remains as an intersting, quantitative description of a subset of teacher attitudes.

The questions and responses

  1. Can a teacher be a good teacher without using technology?
    • Yes – 69% (135)
    • No – 31% (62)
  2. Is a teacher who is not using technology (computer, internet, etc.), doing his or her job?
    • Yes – 12% (13)
    • No – 88% (94)

Overwhelmingly these (self-selecting, presumably computer-literate) teachers reject the idea that teaching in an old paradigm is OK (despite the fact students CAN learn this way).