School leaders are taking action against cyberbullying, as a new NSBA survey shows that more than half of district technology officials said that their districts have created specific policies to prevent or punish online threats and harassment. Another 34 percent said that cyberbullying is already covered under their existing policies.
Educators say they are using staff development, student awareness campaigns and parent education programs to address cyberbullying.
The survey results, which also covered topics ranging from digital textbooks to the federal role in assessing technology comprehension, will be announced at NSBA’s Technology and Learning (T+L) Conference, which starts Oct. 19 in Phoenix.
More than 35 percent of respondents named “assessing 21st century skills” as the top education technology priority that Congress and the Obama administration should address. More than 43 percent said their district already has created new assessment measures to incorporate such skills as problem-solving, teamwork, and critical thinking. But with the federal and state governments playing such a large role in standardized testing and school accountability, lawmakers need to be involved in finding solutions, respondents said.
“One of the most positive results we are seeing is the widespread use of technology tools to support collaboration and problem-based learning,” said NSBA’s Executive Director Anne L. Bryant. “But assessment models need to change to reflect these higher-level 21st century skills.”
Many educators appear ready to cut their ties with the traditional print textbooks in a move to more digital content if equity concerns about student access to devices can be resolved. Thirty-five percent say textbooks are still necessary because all students do not have access while an equal number (35 percent) believe the money could be better spent on other instructional resources. Another 24 percent believe textbooks could be eliminated since students find them boring and prefer electronic resources. Only 7 percent felt the texts are necessary because educators do not have the time or skills to create their own materials.
In spite of their willingness to embrace digital content, the survey found a continued need for professional development to assist teachers in better using technology in their classrooms. More than 47 percent of leaders responding identified “helping teachers effectively use technology” as the single biggest education technology challenge facing their district.
Other key findings of the survey include:
- More than 70 percent rank the federal E-Rate program as either “very important” or “somewhat important” in helping their district reach its technology goals.
- Nearly 96 percent say the use of classroom technology has increased learning opportunities for students in their district.
- Ninety-three percent say technology has made students more engaged in learning.
- More than 60 percent say classroom technology has improved opportunities for students in special education classes, while 50 percent say it has increased learning for English language learners.
- A growing number of districts (37 percent) have launched 1:1 technology learning initiatives, and 35 percent of respondents said netbooks will likely be the device purchased in the greatest volume to implement those programs. Traditional laptops (28 percent) and the recently released iPad (16 percent) also are popular options. Only 22 percent say they are leveraging students’ personal devices by allowing them to access the school network, a trend that is likely to increase in the years to come.
- Thirty percent of districts responding have an official Facebook page as a communication/outreach tool, while nearly that many, 26 percent, use Twitter.
