Trends in the Importance and Frequency of Teachers’ Technology Use

Brief Paper (Asynchronous) ID: 59519
  1. aaa
    Alex Fegely
    Coastal Carolina University
  2. Kendall Braden
    Coastal Carolina University
  3. aaa
    Todd Cherner
    University of North Carolina - Chapel Hill
  4. aaa
    Cheng-Yuan Lee
    Coastal Carolina University
  5. Catherine Scott
    Coastal Carolina University
  6. Kristal Curry
    Coastal Carolina University
  7. Rhonda Miller
    Coastal Carolina University
  8. Heather Hagan
    Coastal Carolina University
  9. Amanda Darden
    Coastal Carolina University

Abstract: This presentation will share trends identified in the technology skills and educational technology (edtech) tools used by K-12 schoolteachers. Data gathered at three different points across a five-year period provide context as to the technology skills and edtech tools that are increasing, decreasing, and remaining persistent in K-12 classrooms. The findings indicate that in measurements of both importance and frequency of use, Google productivity and learning management tools are increasing in classrooms while Microsoft productivity tools are declining. Further, subject area mainstays in literacy and math are declining while the importance and frequency of use of newer edtech tools are increasing. The results can be generalized nationally by those who are researching technology use by teachers. Educator preparation providers (EPPs) can use these trend data to discard, add, and align the technology skills and edtech tools taught within their educational technology course curricula with popular practice. Schools can use these trend data to guide their professional development topics. Edtech developers can use these data to follow trends for the types of tools being used in schools.

Topic

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