Today is the last day of Chart Week here at Dangerously Irrelevant. Today’s
post addresses teacher professional development regarding classroom Internet
usage. All data are from the recently-released NCES report, Internet Access
in U.S. Public Schools and Classrooms: 1994-2005.
Professional development for use of the Internet in public school
The chart below shows that 83% of public schools said that they or the
district offered professional development to teachers on classroom Internet
use in 2005.
Of course, just because professional development is offered doesn’t mean that
teachers participate. The data below show that in 2005 only about a third of districts
said that they were able to get more than 75% of their teachers to participate.
Another third or do said that less than one-fourth of their teachers
participated in such training. These numbers were slightly better than in 2002.
There are a variety of reasons why teachers might not participate in
professional development related to classroom use of the Internet. The training
offered might not be worthwhile or at convenient times, teachers might feel they
have more pressing professional development needs, etc. However, in an era when information / media
/ Internet literacy have become vitally important, these numbers are at least
So what did we learn?
Here are the rest of the posts from Chart Week:
- Monday – Internet
access in public schools
- Tuesday – Student
laptops and wireless classrooms
- Wednesday – Length
of student laptop loans
- Thursday – Internet
What did we learn this week? We learned that most schools and classrooms have
wired connections to the Internet but that classroom wireless penetration is
stagnant. We learned that student laptop usage is minimal, both overall and even
in schools where students get to use them. We learned that significant
percentages of schools fail to have students or parents affirmatively sign that
they have read and understand acceptable use policies. And today we learned that
teacher professional development may not be furthering our goals related to
information and media literacy.
As in other areas, these data show that we have work to do.