In January 2008, SETDA conducted a survey of its members from all 50 states to collect information for the following topic areas in the Gateway to Graduation toolkit:

• Teacher's and Technology's Role in Student Engagement
• Individualized Instruction through Formative Assessment
• Crossing the Chasms: 3rd Grade Reading and Algebra I

The entire Gateway to Graduation Toolkit Survey is posted here.

Survey Questions The Teacher’s and Technology’s Role in Student Engagement tool survey collected information on the following areas of interest:

• Professional development strategies used at the state and district level to help teachers successfully engage students.
• Professional development training that states and/or districts use to help teachers learn how to use Web 2.0 type technologies in the classroom (Blogs, Chats, Wikis, 3D social networking, Gaming, Podcasting, and Video).
• Technology tools and resources available for teachers and students.
• State and district policies regarding the use of Web 2.0 type technologies (Blogs, Chats, Wikis, 3D social networking, Gaming, Podcasting, Video) in the classroom.

Complete Student Engagement Survey  

Survey Results Twenty states responded to the survey, providing valuable information for this tool. The results of the survey are highlighted below.

Professional Development Strategies Used at the State Level:

To help teachers successfully engage students, 74 percent of states report that they offer online courses either at the state level or provide these courses to the districts. Fifty-eight percent of states report using online/professional learning communities and mentors as professional development strategies. States are also report using technology coaches (53%) and Blogs (47%) as professional development strategies.

Professional Development Strategies Used at the Local Level:

To help teachers successfully engage students, 89 percent of states report that districts offer online courses and mentors as professional development strategies for teachers. Eighty-three percent of states report that districts use online/professional learning communities and technology coaches as professional development strategies. States also report that districts use curriculum cadres (78% of states) and Blogs and Wikis (72% of states) as professional development strategies.

Professional Development Training to Help Teachers Learn How to Use Web 2.0 Type Technologies in the Classroom:

Based upon the survey results, many states provide teachers and administrators with professional development training to help teachers learn how to use Web 2.0 type technologies in the classroom. For example, Ohio offers a Blogs and Wikis course that provides an opportunity for participants to grasp the pedagogical potential of incorporating Web 2.0 tools into the curriculum. In addition, Ohio also offers a Podcasting course that provides participants an opportunity to explore instructional examples of podcasts and the opportunity to learn how to create Podcasts to use with students and staff. 

The Virginia Department of Education staff in the Office of Educational Technology offers a Library 2.0 workshop designed to acquaint library media specialists with Web 2.0 tools and to suggest ways that these social networking applications can help them to expand and enhance existing services provided to teachers, administrators, students, parents, and the community.

In Washington, professional development training workshops for Web 2.0 tools such as Google Docs, Wikis, Podcasting, Blogs, social bookmarking (i.e., del.icio.us), and content management systems are offered to teachers across the state.  For example, in July 2008, the Moodle User Group Northwest in partnership with NCCE will be holding a summer bootcamp for both system administrators and instructors.  This multi-strand event will focus on either installing and administrating a Moodle environment or teaching and learning using one of the hottest online content management systems available.

For more examples of professional development training for using Web 2.0 technology tools, see the Program Examples section of this tool.

Technology Tools and Resources Available For Teachers and Students:

According to the survey, 88% of members reported that blogs and video technology tools were available for teachers for increasing student engagement. Podcasting, interactive white boards, student response systems, laptops, and LCD projectors were also available for teachers.

The most widely available technology tools for students to use are laptops, with 88% of states reporting that some students in their state use laptops. Podcasting, interactive white boards, student response systems and video are also available to students.

State and District Policies Regarding the Use of Web 2.0 Type Technologies in the Classroom:

Most states do not have policies specifically addressing the use of Web 2.0 type technologies in the classroom. Several states, including Washington and Alabama are in the process of developing policies to specifically address the issues of Web 2.0 technologies. States that do not have specific policies addressing Web 2.0 technologies often have other policies addressing acceptable internet use.

Most districts do not have policies specifically addressing the use of Web 2.0 type technologies in the classroom. In Connecticut, several districts are in the process of revising acceptable use policies to include Web 2.0 technology tools. In Maryland, some districts are embracing the use of Web 2.0 technology tools; while others are hindering the use of these tools.

Please see the Policy section of this toolkit for more information.