Research dispels common ed-tech myths

Contrary to popular opinion, newer teachers aren't any more likely to use technology in their lessons than veteran teachers, and a lack of access to technology does not appear to be the main reason why teachers do not use it: These are among the common perceptions about education technology that new research from Walden University's Richard W. Riley College of Education and Leadership appears to dispel.

Prepared by Grunwald Associates based on a 2009 survey of more than 1,000 teachers and administrators conducted by Eduventures Inc., the study argues that the more K-12 teachers use technology, the more they recognize its potential to help boost student learning and engagement and its connection to developing key 21st century skills. There is still considerable disparity in the amount of time that teachers spend using technology as an instructional tool, the study says. Twenty-two percent of teachers reported frequent technology use (31 percent or more of their class time using technology to support learning), 17 percent said they were moderate users (21 to 30 percent of their class time using technology), 26 percent were sporadic users (11 to 20 percent of their class time using technology), and 34 percent were infrequent users (10 percent or less of their time). Elementary school teachers were much less likely than secondary teachers to be frequent technology users; 15 percent of elementary teachers were frequent users and 43 percent were infrequent users, compared with 27 percent and 29 percent of secondary teachers, respectively. Among secondary teachers, social studies teachers were most likely to be frequent technology users (33 percent), while English teachers were least likely (16 percent).