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Temple University Center for Research
in Human Development and Education |
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The Technology Needs of
Educators in the Mid-Atlantic Region
134
by
Kelly Feighan
Temple University
Researchers have documented what practitioners know
first-hand: To integrate technology into the classroom effectively, teachers
need adequate equipment, preparation time, and technology training (Ertmer,
Addison, Lane, Ross & Woods, 1999; Hadley & Sheinghold, 1993). Teachers who feel
prepared to use technology are more likely to use it than those who feel
unprepared, and perceptions about barriers to technology integration can differ
by school size and locale. Despite gains in classroom computer access, national
studies have shown that educators working in large, urban schools are still more
likely than others to state that a lack of computers hinders their technology
use (National Center for Education Statistics [NCES], 2000) .
A recent needs
assessment conducted by the Mid-Atlantic Regional Technology
in Education Consortium (MAR*TEC) found that the needs of
regional educators reflect national trends. In particular,
educators need time to develop
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technology-related lesson plans, receive training in
activities that use technology, and have more opportunities to
share information with other professionals. Educators have a
shortage of equipment and seek innovative ideas on how to
integrate technology into classroom activities when access is
limited. Urban educators need training, classroom technical
assistance, and information about online professional
development. Results from the needs assessment reported in
this Techno-Brief provide mounting evidence that the
enduring needs of educators must be addressed if we are to
achieve the collective goal of enhancing student outcomes
through technology.
Regional Needs
MAR*TEC's needs assessment is a synthesis of information
collected from surveys and focus group interviews with
educators in the mid-Atlantic region. Most of the 215 survey
respondents were women (62%) serving low-income populations
(81.9%) for a decade or longer (49.3%). Respondents worked for
schools or organizations in urban (52.3%), suburban (23%), or
rural areas (24.5%). Eight female pre-K teachers and technical
coordinators from New Jersey participated in focus group
interviews. Figure 1 shows the distribution of respondents by
occupational position.
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