Abstract: This file contains data from a 2009 fast-response survey titled "Teachers' Use of Educational Technology in U.S. Public Schools." This survey provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. NCES released the results of this teacher-level survey in the First Look report Teachers' Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040).
Data collection for the study was conducted in two stages. The first stage was the collection of teacher sampling lists, which coincided with data collection for the school survey. Materials were mailed to the principal of each sampled school in September 2008. The materials introduced the study and requested that a list of eligible teachers be provided by mail or fax. Telephone follow-up for survey nonresponse and clarification of information on the lists was initiated in early October 2008 and completed in April 2009. The weighted list collection response rate was 81 percent. For the second stage of collection, questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Sampling and mailing was conducted in batches, as teacher lists were collected and processed, beginning in January 2009 and ending in April 2009.
Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in early February 2009 and completed in July 2009. The weighted teacher response rate was 79 percent.
The survey asked respondents to report information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities. Respondents reported quantities for the following: computers located in the classroom every day, computers that can be brought into the classroom, and computers with Internet access. Data on the availability and frequency of using computers and other technology devices during instructional time were also collected. Respondents reported on students' use of educational technology resources during classes and teachers' use of modes of technology to communicate with parents and students. Additional survey topics included teacher training and preparation to effectively use educational technology for instruction, and teachers' opinions related to statements about their participation in professional development for educational technology.
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