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Majority of Teachers Want More Say Over EdTech in Schools

Majority of Teachers Want More Say Over Ed Tech in Schools

A survey conducted by TES Global and the Jefferson Education Accelerator of 4,300 teachers has revealed that a majority of teachers would like to have more say when it comes to making decisions on educational technology in schools.

According to, “[t]he survey found that teachers typically either learn about new technology by researching it themselves or relying on their peers in the same school or district (38 and 37 percent, respectively).”

This could be part of the reason why a majority teachers said they would like to have an increased role in the ed tech selection process.

38 percent of teachers responded to the survey by saying that have a role in the decision-making process, but 63 percent said that they would like to be included more in the process.

Almost half said that education leaders at the school, district or regional levels are the ones who typically make ed tech decisions, the article said.

Interestingly enough, “[t]he teachers also said they're not the only ones left in the dark. A scant 12 percent of respondents reported that school-based technology experts currently make decisions; however, a solid third (33 percent) said those individuals ‘should’ play an important role (second only to themselves).”

48 percent of teachers said they are most concerned about having influence on what tech products are tested or deployed before it happens. Six in 10 said they would be happy with being provided a list of product options to narrow down from, while three in 10 said they would want say in the list itself.

The last zinger from the survey was that 45 percent of teachers "said they didn't believe that their professional development programs prepared them to evaluate or use tech in their classrooms.

This is likely the driving force behind teachers pining for more influence; with a majority of teachers saying they have to train themselves with the arrival of new tech, the ultimate goal of increasing learning outcomes falls to the wayside as confusion takes over.

Read the full story.

Article by Nicole Gorman, Education World Contributor


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