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Here’s why we absolutely need ed-tech
Teachers also agree that ed-tech improves student outcomes (89 percent), said ed-tech helps students collaborate (87 percent), and think it is an important or essential part of the classroom.
Despite educator support for ed-tech, there still exists a disconnect between ideal ed-tech classroom use and its reality.
Each week, 31 percent of teachers use information or reference tools in the classroom, 24 percent use teacher tools, 19 percent use content-specific content tools, and just 14 percent use digital curricula.
One-to-one initiatives aren’t new, but they aren’t penetrating districts and classrooms in high numbers. Only 11 percent of teachers and administrators said they are implementing a one-to-one or BYOD program.
Of those implementing one-to-one or BYOD programs, 37 percent use information or reference tools weekly, 20 percent use digital curricula weekly, 18 percent use teacher tools weekly, and 15 percent use subject-specific content tools weekly.
These low numbers aside, 92 percent of teachers said they want to use more ed-tech than they currently do, but cited three major and all-too-familiar obstacles: money, access, and time.
Seventy-five percent of administrators and 66 percent of teachers said lack of funding is one of their biggest obstacles to more ed-tech integration.
Poor and insufficient technology infrastructure was cited by 45 percent of administrators and 53 percent of teachers, and 45 percent of teachers and 38 percent of administrators said they don’t have time to implement ed-tech tools properly.
Finding resources to support and use with ed-tech tools and initiatives remains a challenge as well, with 77 percent of teachers saying it is, at the very least, somewhat difficult to find hihg-quality, reliable ed-tech for instruction, student learning, or classroom management. Thirty-two percent of teachers spend an hour or more per week searching for ed-tech.
(Next page: The full ed-tech infographic)