List of Figures

• Figure 2.1: Percent of 4th- and 8th- grade public school students who have teachers reporting student use of computers for various class activities: 1998

• Figure 2.2: Percent of 8th- grade public school students who have teachers reporting student use of computers to write drafts and practice spelling, punctuation, and grammar: 1992 and 1998

• Figure 2.3: Percent of public school teachers who have computers at school or at home reporting using computers or the Internet a little or a lot at school and at home, for various tasks: 1999

• Figure 2.4: Percent of public school teachers who have computers at school or at home reporting using computers or the Internet a little or a lot at school and at home, for various tasks: 1999

• Figure 2.5: Percent of public school teachers who have computers at school reportingassigning projects using computers, inside and outside the classroom, byinstructional level: 1999

• Figure 2.6: Percent of public school teachers who have computers at school assigning students different types of work using computers or the Internet to a small, moderate, or large extent: 1999

• Figure 3.1: Percent of public school 4th-, 8th-, and 12th-grade students who had school administrators reporting varying numbers of computers at the school: 1990 and 1998

• Figure 3.2: Percent of public school 4th-, 8th-, and 12th-grade students who had schooladministrators reporting computer labs at school, computers in the classroom,or computers available to bring to class: 1998

• Figure 3.3: Percent of public school 4th- and 8th-grade students having teachers reporting computers available in their classes or labs as their best computer availability: 1998

• Figure 3.4: Percent of public schools and instructional rooms with Internet access: 1994 to1999

• Figure 3.5: Ratio of students per instructional computer and students per instructionalcomputer with Internet access, by school characteristics: 1999

• Figure 3.6: Percent of public school instructional rooms with Internet access by free orreduced price lunch eligibility: 1994 to 1999

• Figure 3.7: Percent of elementary and secondary teachers and adults in other occupationswho report having computers at home: 1994, 1997, and 1998

• Figure 3.8: Percent of public school teachers having varying numbers of computersconnected to the Internet when there are computers in the classroom: 1999

• Figure 3.9: Percent of public school teachers who report using computers or the Internet a little or a lot for various activities, by number of classroom computers: 1999

• Figure 4.1: Percent of elementary and secondary teachers reporting use of the Internet at work: 1997 and 1998

• Figure 4.2: Percent of public school teachers reporting use of computers, the Internet, and e-mail at school to any extent when available: 1999

• Figure 4.3: Percent of public school teachers reporting frequency of use of various technologies to a small, moderate, or large extent: 1999

• Figure 4.4: Percent of public school teachers reporting use of computers or the Internet in the classroom to a large extent, by numbers of computers and computers with Internet connections in the classroom: 1999

• Figure 4.5: Percent of public school teachers reporting use of computers or the Internet elsewhere in the school to a large extent, by numbers of computers and computers with Internet connections in the classroom: 1999

• Figure 4.6: Percent of public school teachers reporting use of computers, e-mail, and the Internet at school to a large extent, by years of teaching experience: 1999

• Figure 4.7: Percent of employed adults in the United States reporting use of computers at work, by various occupations: 1997

• Figure 4.8: Percent of public school teachers reporting student use of various technologies in schools and classrooms: 1999

• Figure 4.9: Percent of public school teachers reporting student use of computers or the Internet in the classroom often, by number of computers and number ofcomputers with Internet connections in the classroom: 1999

• Figure 4.10: Percent of public school teachers reporting student use of computers or the Internet elsewhere in the school often, by number of computers for instruction and number of computers with Internet connections in the classroom: 1999

• Figure 4.11: Percent of public school teachers reporting student use of computers and the Internet at school to any extent, by instructional level: 1999

• Figure 4.12: Percent of employed U.S. elementary teachers, secondary teachers, and adults in other occupations reporting use of computers and the Internet at home to any extent when computers are available in the household: 1997 and 1998

• Figure 4.13: Percent of public school teachers reporting use of computers and the Internet at home to a large extent, by years of teaching experience: 1999

• Figure 4.14: Percent of public school teachers reporting technology use in school to a large extent for instruction and student assignment, by their use of computers and the Internet at home: 1999

• Figure 4.15: Percent of public school 4th-, 8th-, and 12th-grade students reporting using a computer at home at least once a week, once or twice a month, or never or hardly ever: 1992, 1994, and 1998

• Figure 5.1: Percent of public school teachers reporting feeling not at all, somewhat, or well/very well prepared to use computers and the Internet for classroominstruction, by years of teaching experience: 1999

• Figure 5.2: Percent of public school teachers reporting feeling prepared to use computers and the Internet to a small, moderate, or large extent, by various sources oftraining: 1999

• Figure 5.3: Percent of public school teachers reporting whether college/graduate work prepared them not at all or to any extent to use computers and the Internet, by years of teaching experience: 1999

• Figure 5.4: Percent of public school teachers reporting the availability of professional development training activities for various uses and applications of technology:1999

• Figure 5.5 Percent of public school teachers reporting the availability of training in the useof the Internet, by percent minority enrollment in school and percent ofstudents in school eligible for free or reduced-price school lunch: 1999

• Figure 5.6: Percent of public school teachers reporting participating in various types oftraining, when available: 1999

• Figure 5.7: Percent of public school teachers reporting number of hours spent inprofessional development activities in the use of computers or the Internetduring the last 3 years: 1999

• Figure 5.8 Percent of public school teachers reporting the availability of certain incentivesfrom the school district for participation in professional development: 1999

• Figure 5.9 Percent of public school teachers reporting availability of certain incentives fromthe school district for participation in professional development, by schoolenrollment: 1999

• Figure 6.1: Percent of public school teachers reporting small, moderate, or great barriers to their use of computers and the Internet for instruction: 1999

• Figure 6.2 : Percent of public school teachers reporting lack of release time to learn, practice,or plan ways to use technology as a small, moderate, or great barrier to the useof computers and the Internet for instruction, by years of teaching experience:1999

• Figure 6.3 : Percent of public school teachers reporting lack of support regarding ways tointegrate technology into the curriculum as a small, moderate, or great barrierto the use of computers and the Internet for instruction, by percent minorityenrollment in school: 1999

• Figure 6.4 : Percent of public school teachers reporting lack of institutional and technicalsupport as small, moderate, or great barriers to the use of computers and theInternet for instruction, by availability of a technology coordinator: 1999

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