ERIC Number: ED615755
Record Type: Non-Journal
Publication Date: 2021-Nov
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Use of Educational Technology for Instruction in Public Schools: 2019-20. First Look--Summary. NCES 2021-017
Gray, Lucinda; Lewis, Laurie
National Center for Education Statistics
This summary presents selected findings to the full report "Use of Educational Technology for Instruction in Public Schools: 2019-20. Fast Response Survey System. First Look. NCES 2021-017" (ED615754). The full report is based on the public school survey "Use of Educational Technology for Instruction." The survey was conducted by the National Center for Education Statistics (NCES). The report shows national data from a sample survey of public schools about their use of technology for teaching and learning during the 2019-20 school year. Data were collected in spring 2020 using the Fast Response Survey System (FRSS). Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences.
Descriptors: Educational Technology, Technology Uses in Education, School Surveys, Public Schools, Access to Computers, Laptop Computers, Educational Quality, Computer Software, Internet, Media Selection, Faculty Development, Learning Activities, Information Sources, Textbooks, Specialists, Independent Study, Elementary Secondary Education, National Surveys
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (NCES) (ED/IES); Westat, Inc.
Identifiers - Assessments and Surveys: Fast Response Survey System
IES Funded: Yes
Grant or Contract Numbers: EDIES13D0005
IES Publication: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021017
Author Affiliations: N/A