Science Teachers, Math Teachers, And Teachers of All Other Disciplines

Attitudes, Beliefs, Access, and Use of Technology

Science Teachers Talk the Talk, But Do Not Walk the Walk

Math Teachers Neither Talk nor Walk

March 6^th, 2000

Preliminary Findings from the Nebraska Snapshot Survey

Cathleen Norris, University of North Texas, Denton, TX.

Neal Topp, University of Nebraska, Omaha, NE

Elliot Soloway, University of Michigan, Ann Arbor, MI

The charts in this paper expand on the data analysis of the recent Nebraska Snapshot Survey presented in the accompanying report. Here we point out some provocative findings:

While the secondary science teachers report that they do believe that technology can lead to increased learning, and while they report having the lionís share of the classroom Internet-connected computers, they do report using those computers any more than other teachers (except the math teachers; see below).

While the secondary math teachers responding to the snapshot survey use computers and the Internet for their own purposes at home and at school with the same frequency as do the non-math teachers, nonetheless, the math teachers need more compelling reasons why they should use technology in their classroom. Acting on this belief, they use computers and Internet significantly less frequently than teachers from other disciplines.

A more comprehensive analysis of these data will be forthcoming in April, 2000.

The legend for the following tables is: ÷ vs. ÷÷ means that latter group choose the decision significantly more often than the former group; and vice versa.

Secondary Teachers in Nebraska

Math Teachers

All Other Disciplines

Teacher Home Use

… 0 Min/Wk

… > 90 Min/Wk

39%

15%

36%

19%

Teacher School Use

… 0 Min/Wk

… >90 Min/Wk

17%

22%

Beliefs

… Students are more motivated with the Internet

… Iím a better teacher with technology

… Electronic media will replace textbooks within the next 5 years

÷÷

Student Use Computers

… 0 Min / Wk

… > 90 Min / Wk

18%

Student Use Internet

… 0 Min / Wk

… >90 Min / Wk

Attitude

… Comfortable designing lessons that integrate the Internet

… Comfortable designing lessons that integrate more than one discipline

÷÷

Needs

… More training to use the technology

… More compelling reasons to incorporate the technology

… Access to faster, more powerful computers for their students

÷÷

Secondary Teachers in Nebraska

Math Teachers

Science Teachers

Teacher Home Use

… 0 Min/Wk

… > 90 Min/Wk

39%

15%

38%

25%

Teacher School Use

… 0 Min/Wk

… >90 Min/Wk

17%

23%

Beliefs

… Electronic media will replace textbooks within the next 5 years

÷÷

Student Use Computers

… 0 Min / Wk

… > 90 Min / Wk

Student Use Internet

… 0 Min / Wk

… >90 Min / Wk

Attitude

… Comfortable designing lessons that integrate more than one discipline

÷÷

Needs

… Faster Access to the Internet for their students

… More compelling reasons to incorporate the technology

… Access to faster, more powerful computers for their students

÷÷

Secondary Teachers in Nebraska

Science Teachers

All Other Disciplines

Teacher Home Use

… 0 Min/Wk

… > 90 Min/Wk

38%

25%

36%

19%

Teacher School Use

… 0 Min/Wk

… >90 Min/Wk

23%

22%

Beliefs

… Students are more motivated with the Internet

… Internet has a positive impact on learning

÷÷

÷

Student Use Computers

… 0 Min / Wk

… > 90 Min / Wk

18%

Student Use Internet

… 0 Min / Wk

… >90 Min / Wk

Access

… Science teachers have significantly more Internet connected computers in their classrooms

÷÷

÷

Needs

… More time to integrate

… More access to computers

… More access to Internet

÷÷