Title of Study:  Educators, Technology and 21st Century Skills: Dispelling Five Myths

Author(s): Grunwald Associates

Summary:
The authors address five misconceptions about integrating technology and 21st century skills into classroom instruction and learning.

Sponsoring entity(s): Walden University

Date conducted: 2010

Location of the study: This study can be accessed through the Grunwald Associates website.

Setting(s) addressed:

• Classroom

Targeted population(s):

• K - 12

Primary sources of evidence used in the study or report:

• Survey of 783 teachers and 274 principals

Primary Technology Application(s) Addressed:

• Educational technology

Major education topic(s) addressed:

• 21st Century skills

Major findings/conclusions:

• Only 22% of teachers report frequent use of technology (more than 30% of class time), while 60% report infrequent or sporadic use.
• Elementary teachers use technology less frequently than secondary teachers.
• Among secondary teachers, math science and social studies teachers use technology more often (>30% of class time) than English/language arts teachers (16%).
• Both teachers and administrators believe that technology helps them engage a wide range of students, including high-achieving students, students with academic needs, English language learners and students with emotional or behavioral issues.
• Less than 45% of teachers felt that their initial teacher training program adequately taught them how to teacher 21st century skills and to integrate technology into the curriculum.

Practical implications of the findings:

• Frequency of technology use in the classroom is similar for newer teachers and more experienced teachers.
• Teachers who were frequent technology users put more emphasis on 21st century skills like problem solving, productivity, critical thinking, accountability than teachers who were infrequent users, and felt that student use of technology enhanced these skills.
• Although 92% of administrators say that they are supportive of technology use in the classroom, only 66% of teachers believe administrators support technology use.
• Although 69% of administrators believe teachers are supportive of technology use in the classroom, only 57% of teachers share this belief about fellow teachers.
• On-the-job technology training for teachers focuses on equipment, although the greater need is for training on how to integrate technology into teaching and learning

Reviewer Comments:
The study concludes with recommendations for teachers, administrators, post-secondary educators and policymakers to increase technology integration into K-12 education.