Research Report

Survey: Teachers Using More Technology, But Not That Often

In its inaugural HMH Educator Confidence Report, educational publisher Houghton Mifflin Harcourt (HMH) found that the environment for learning games in the classroom is oddly mixed. Teachers report being excited about new learning tools, including games and apps, but they also say they only use those tools infrequently.

HMH conducted a study of more than 1,000 teachers from across the country and produced the report they said to better understand the views of teachers at a time where more money is flowing into school technology and the new Common Core State Standards are rolling out in most districts.

“There is no one size fits all, which is why it is so important educator voices are heard and their real needs understood. We must listen to our teachers to ensure they are enabled with support that will actually help them improve educational outcomes for their students,” said HMH Chief Content Officer Mary Cullinane.

And true to that no one size, teachers offered a somewhat counter-intuitive snapshot of technology in the classroom.

Key Findings

  • 97% of teachers use some form of digital content.
  • 51% of teachers use apps/digital games in classrooms.
  • But 36% rarely or never use laptops or desktops and, even more striking, 61% don’t use tablets.
  • 60% saw increased student engagement when utilizing technology such as digital content, online applications and games.

The report cast teachers as being in a mixed mood about the array of technology and standards changes sweeping the field. There is excitement about new standards that require critical thinking by the students and access to technology and online tools, but there is also real frustration among teachers about what is being asked of them.

Houghton Mifflin Harcourt surveyed more than 1,000 teachers and administrators to generate their new report.

Houghton Mifflin Harcourt surveyed more than 1,000 teachers and administrators to generate their new report.

The report’s authors write, “Educators are feeling strapped for time and resources, and are worried about the implications of new teacher accountability requirements. Anecdotal evidence from open-ended questions on the survey suggests that many teachers feel that policy makers overlook the common obstacles that teachers face on a day-to-day basis.”

And that discrepancy between the teachers and the administrators played out, in particular, in how much certain digital tools are actually making it into the classroom. The report found that 66% of administrators report online assessments being used in the classroom while only 42% of the actual teachers said it was happening. Similar gaps existed around the use of learning management systems (64% vs. 36%) and adaptive learning content (49% vs. 35%).

There is a lot of useful information for any tech firm considering how best to approach the school market, but also a little bit of insight into the need to appeal to the administrators who may be making the purchasing decisions and the teachers who will decide how often (or if at all) a technology is actually going to make it into the hands of kids in class.