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Fast Response Survey System (FRSS): Teachers' Use of Educational Technology in U.S. Public Schools, 2009; Version 1

United States Department of Education. Institute of Education Sciences. National Center for Education Statistics 2015

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  • Title:
    Fast Response Survey System (FRSS): Teachers' Use of Educational Technology in U.S. Public Schools, 2009; Version 1
  • Author: United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
  • Description: The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Reported data are weighted to produce national estimates of the sampled education sector. The sample size permits limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables. The Teachers' Use of Educational Technology in U.S. Public Schools, 2009 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... ; This study was designed to collect data on teachers' use of educational technology in public schools in the United States.... ; 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 for the study 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. The package included instructions for preparing the list and a form to be returned with the list of teachers. For confidentiality reasons, this form did not include the name of the survey or the name of the school. It contained a random ID number that allowed authorized staff to identify the school. Telephone follow-up for nonresponse and clarification of information on the lists was initiated in early October 2008 and completed in April 2009. For the second stage of collection, questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their school addresses. 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 by web or mail. Telephone follow-up for... ; 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. Respondents were also asked for administrative information such as school instructional level, school enrollment size, main teaching assignment, and years of experience....
  • Publisher: ICPSR - Interuniversity Consortium for Political and Social Research
  • Creation Date: 2015
  • Language: English
  • Identifier: DOI: 10.3886/ICPSR35531.v1 ; Related DOI: 10.3886/ICPSR35531.v2
  • Source: DataCite

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