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At the same time, the internet, mobile phones, and social media have brought new challenges to teachers. In addition, they report that there are striking differences in the role of technology in wealthier school districts compared with poorer school districts and that there are clear generational differences among teachers when it comes to their comfort with technology and its use in their classrooms.
Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: AP and NWP teachers bring a wide variety of digital tools into the learning process, including mobile phones, tablets, and e-book readers The survey reveals the degree to which the internet and digital technologies, particularly mobile phones, suffuse teaching activities.
Laptops and desktops are central, but they note mobile technology use has also become commonplace in the learning process: More interactive online learning activities, such as developing wikis, engaging in online discussions, and editing work using collaborative platforms such as GoogleDocs, are also employed by some of the teachers in the sample.
Teachers worry about digital divides, though they are split about the impact of digital tools on their students These teachers see disparities in access to digital tools having at least some impact on their students. Teachers of the lowest income students are the least likely to say their students have sufficient access to the digital tools they need, both in school and at home.
Overall, while many AP and NWP teachers express concern about growing disparities across schools and school districts, they are divided as to whether access to digital tools is leading to greater disparities among their students.
Wikipedia relies on user-generated, crowd-sourced content, a process that sometimes calls into question the accuracy of its information.
In focus groups with teachers and students prior to the survey, Wikipedia was often noted as a tool teachers discourage or bar students from using because of concerns about the reliability of its content.
Among the key findings in this area: Virgin Islands, conducted between March 7 and April 23, Some 1, of the teachers are drawn from a sample of advanced placement AP high school teachers, while the remaining are from a sample of National Writing Project teachers.
Survey findings are complemented by insights from a series of online and in-person focus groups with middle and high school teachers and students in gradesconducted between November, and February, This particular sample is quite diverse geographically, by subject matter taught, and by school size and community characteristics.
But it skews towards educators who teach some of the most academically successful students in the country. Thus, the findings reported here reflect the realities of their special place in American education, and are not necessarily representative of all teachers in all schools.
In addition to the survey, Pew Internet conducted a series of online and offline focus groups with middle and high school teachers and some of their students and their voices are included in this report. About the data collection Data collection was conducted in two phases.
Two in-person focus groups were also conducted with students in grades from the same College Board school. Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments.It has proven to be an outstanding tool in times of formal evaluation.
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A survey of 2, Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students.
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