2001-2002 Teacher Survey/Interview Results

A general survey of 63 teachers was conducted during the first year of the project (1999-2000), and one of the major evaluation activities during the 2000-2001 year was a survey of Cohort 1 teachers. This second survey targeted 22 Cohort 1 teachers using a combination of paper and interview formats. A third teacher survey was conducted during the third year of the project. Teachers had the option of taking the survey online or completing a paper survey. Cohort 1 teachers participated in a follow-up survey and Cohort 2 teachers were given a similar instrument as that used in the previous year for Cohort 1. Fifteen Cohort 1 teachers completed the follow-up survey and 25 Cohort 2 teachers completed the original survey. The evaluators provided a stipend to the 40 teachers who participated.

The third year teacher survey results are available on the web at: http://ns1.californiaschools.net/~ud/year3/teachmenu.htm. The results were presented in six sections:

A. Adoption of Technology

The stages of adoption for the combined Cohort 1 and Cohort 2 teachers indicated a generally high level of technology use. Only 3% of the teachers placed themselves at the lowest two stages of adoption: awareness and learning the process. Four out of the 40 teachers reported having no access to computers prior to Urban Dreams. 87% of the Cohort 1 and 2 teachers rated themselves in the top three stages of technology adoption with 10% at the third stage, understanding and application.

Table #1: Stages of Adoption: Percentages of Teachers from Cohort 1, 2001 and 2002 and Cohort 2 2002

Self Report of Stages of Adoption	Cohort 1: 2001	Cohort 1: 2002	Cohort 2: 2002
Stage 6: Creative application to new contexts	5%	27%	40%
Stage 5: Adaptation to other contexts	44%	46%	24%
Stage 4: Familiarity and confidence	14%	7%	28%
Stage 3: Understanding and application	23%	13%	8%
Stage 2: Learning the process	14%	0%	0%
Stage 1: Awareness	0%	7%	0%

Chart #1: Cohort 1 and 2 Combined Stages of Technology Adoption

The Cohort 2 teachers began the Urban Dreams Project at a higher level of technology adoption than those of Cohort 1 in the previous year. 92% of the Cohort 2 teachers ranked themselves in the top three stages of adoption upon entering the Urban Dreams Project in 2002. In comparison, 60% of the Cohort 1 teachers who returned surveys reported themselves in the top three stages in the 2002 surveys. Of the 22 respondents from the previous year’s teacher survey, 63% of the Cohort 1 teachers ranked themselves in the top three stages of technology adoption in 2001.

Chart #2: Percentage Comparison of Stages of Adoption

Cohort 1 N=15

Cohort 2 N=25

An analysis of multi-year responses by Cohort 1 teachers to the Urban Dreams Teacher Survey was conducted. Grouped responses, as well as matched responses were examined. The proportion of teachers in the lowest ranking categories has shrunk, and the proportion of teachers in the highest-ranking categories has grown. 60% of the Cohort I teachers who completed surveys ranked themselves in the three top categories by the spring of 2002. Matched responses were possible with 14 teachers who responded to both the 2001 and 2002 surveys. In the matched sets of responses from Spring 2001 to Spring 2002 there was dramatic growth in teacher rankings.

Chart #3: Grouped Responses of Cohort 1 Teachers

Chart #3: Matched Responses of Cohort 1 Teachers

Teacher Survey Questions

Teachers were asked dichotomous questions and given an opportunity to explain and expand upon their responses in the narrative form. All of the Cohort 1 and Cohort 2 teachers clearly stated that they felt they had benefited by Urban Dreams. Teachers were generally pleased with the support they received from staff. Comparisons between the second and third year survey responses indicate that collaborative activities have increased among teachers and with teachers and Urban Dreams staff.

Chart #5: Collaboration Comparison between Second and Third Year

Chart #6: Year Three Reponses to Questions Regarding Support and Collaboration

Chart #7: Year Three Reponses to Questions Regarding Computer Hardware and Software

The following table shows generally positive responses to all of the questions in the survey. Narrative responses were examined in order to improve upon various aspects of the Urban Dreams Project. The areas of most concern for teachers involved technical support and assistance.

Table #2: Dichotomous Responses

Survey Question:	Cohort	N	Yes	No	Neutral or Not Sure
Have students benefited from participating in Urban Dreams?	1 only	15	100%	0%	0%
Do you see any changes in student academic achievement resulting from Urban Dreams?	1 only	15	67%	13%	20%
Have you personally benefited from participating in Urban Dreams?	1 & 2	40	100%	0%	0%
Has support from project staff been sufficient to meet your needs?	1 & 2	40	85%	10%	5%
Have you had the opportunity to collaborate with other Urban Dreams’ teachers and staff to develop curriculum materials or strategies?	1 & 2	40	63%	37%	0%
Is the computer hardware you have been given by Urban Dreams sufficient?	1 & 2	40	72%	25%	3% (null)
Is the technical support you have been given by Urban Dreams sufficient?	1 & 2	40	77%	20%	3% (null)
Is the software that you have been given by Urban Dreams appropriate to your needs?	1 & 2	40	82%	10%	8% (null)
Do you have technology resources in your classroom other than those provided by Urban Dreams?	1 & 2	40	55%	40%	5% (null)
Did you attend the follow-up Urban Dreams’ Summer Institute this last summer?	1 & 2	40	40%	57%	3% (null)
Did you attend any of the Urban Dreams’ human and civil rights workshops?	1 & 2	40	48%	49%	3% (null)

B. Personal Experience with Technology – Cohort 1 and 2

Teachers indicated an increased use of the computer for a variety of applications as a result of participation in the Urban Dreams Project. Teachers reported a significant increase in computer activity, particularly for the purposes of accessing the Internet, using email, and doing research for school.

Table #3. Technology use in the classroom

Use of Technology	Before Urban Dreams Project	After Urban Dreams Project
Research	3	9
Internet/Web	3	9
Overhead Projector	3	0
Videos and Films	2	0
Multimedia Presentations/TV Monitor/Camera Equipment	1	5
CD-ROMS/Educart	0	3
Email	0	2
Peripherals – Scanner, Printer. CD-ROMS,	0	2
Word Processing/Desktop Publishing	4	7
None Used	3	0

Chart #8: Increased Computer Activity

C. Benefits for Students – Cohort 1 only

The 15 Cohort 1 teachers who responded to the survey were asked if they felt their students were benefiting from Urban Dreams and if so, in what ways. All teachers stated “yes.” Some of the comments were:

· “Since I have been trained in various ways of how to use technology, as will as, helpful websites, my students check their e-mail from me, go online to view homework, grades, and assignments. They also present their PowerPoint presentations using the great equipment we’ve received from UD.”

· “My curriculum has changed in crucial way such as a new focus on human rights that is more engaging to students. For example, in teaching the state regulated unit on colonialism, I work on human rights and teach the students to make connections between the past and the present. One student exclaimed, “I didn’t know (before studying the UN Declaration on the Rights of a Child) that I am entitled to being treated with dignity.” It’s really helped to get kids engaged.”

· “The students love the computers, so any opportunity that I give them to use the computers results in additional effort on their part, almost regardless of the assignment.”

· “One major way they have benefited was by my integrating one or more questions about human rights into every unit of our World Cultures course. I also have chosen novel from the Core Lit list that address the themes of human rights and civil rights. I also have been using Essential Questions as a basis for inquiry into history and literature.”

· “Since I had no computers, printers, or Internet in my classroom, and few of my students have access to this technology at home, I couldn't assign research projects and expect students to complete them. Having technology available in the classroom has bridged that gap.”

Cohort 1 teachers were also asked if they saw any changes in student academic achievement resulting from Urban Dreams. Eight teachers indicated that they felt using the technology did result in student academic achievement. Three teachers did not feel that academic achievement was improving due to the use of Urban Dreams technology. Those that did answer in the positive indicated that using the technology was motivating to students. Comments included:

	“Because students are required to do PowerPoint presentations, they do a better job in researching their topics. Also, students are able to go online and access info regarding their assignments and grades, therefore, they are more aware of where they stand academically at anytime and seem to be more motivated to get work in. Overall, grades have improved since the corporation of technology in the classroom.”
	“Yes, I focus a great deal on expository writing and research. I think the quality of work produced by students is better, more well written, more clearly researched and documented. They are constantly using the Internet to research information for their essays. I am actually requiring it too!”
	“Student achievement has improved through student’s ability to access the Internet and print papers and assignments that they might not have been able to before.”
	“Yes – Students are starting to learn how to gather and use evidence to support their inquiries.”
	“Absolutely. Having computers in the classroom enables students to practice and refine their computer skills. This transmits into more professional assignments. Students are able to research, decorate, and expand their knowledge about technology and content matter.”

Some of the Cohort 1 teachers indicated that it was difficult to measure student achievement as a direct result of the Urban Dreams Project due to other factors that affect the school environment. One teacher stated: “It's a steady evolution. It is hard to say what is from UD and what is from other funding sources (we are also receiving state funding for ‘Digital H.S.’).” Several others agreed that this was “difficult to assess” and that “the result may not be measurable.” However, they stated that students were more motivated to achieve as a result of having the technology accessible to them. One teacher stated: “This question cannot be rightly answered except to say that students do relate to the web pages and e-mail in the administration of class.”

D. Database Resource Usage - Cohort 1 and 2

One question of the teacher interview addressed the use by the participants of online databases and resources.

Figure #. Graph of database and resource usage (N=39)

E. Integration of Technology and Curriculum - Cohort 1 and 2

A primary project goal was to infuse curriculum with innovative teaching practices in the classroom. Teachers who were interviewed generally indicated that they were positively influenced by the training they received and were attempting to integrate technology with curriculum in their instruction. Teachers from both Cohort 1 and Cohort 2 were asked if they benefited from the Urban Dreams Project. Every teacher surveyed said “yes.” Some of the comments were:

“Attending workshops offered by Urban Dreams has been great professional benefit. This enables me to study in depth particular teaching units.”

“First the availability of all of the technology including the lap top which I can take with me anywhere and work on lessons or grades, access the net, or communicate with colleagues. Second, I encourage students to communicate with me through email if they have questions. Third, the workshops have provided resources and hands-on learning experiences for me. The unit that I worked on last summer was most successful in class this year.”

“I have grown more confident in my own use, and I have availed myself of many more resources and sources via the Internet.”

“The in-service activities have been very interesting and have stimulated my thinking. I have also been able to dedicated time to focus on areas of special interest to develop units-all possible through these focus series.”

“Urban Dreams has benefited not only me, but also my students. In the classroom, my students are able to type their essays, perform calculations, and access e-mail and Internet resources. I am also able to do my work at home and in special school outings on my laptop.”

F. Changes in Teaching and Learning - Cohort 1 and 2

Many of the teachers interviewed indicated that the training and equipment they had received as a result of the Urban Dreams Project exposed them to new teaching strategies that utilize the tools of technology. Some of their comments were:

“I am a better teacher with students who get better lessons via the aid of computer applications and the Internet. The Urban Dreams technologies allow me to construct more creative, comprehensive, and engaging lessons for students.”

“UD has allowed me to think differently, in terms of lesson plans and what is possible for student assessment. UD also stretched me mentally making me think as a student during classes - a great benefit.”

“I wanted to be a better teacher. I felt Urban Dreams would help me develop, as I was a relatively new teacher.”

“I am always interested in learning new ways to make my teaching more effective. With more and more electronic media taking over the minds and attention of high school students.”

“I recognize that technology is a weakness for me yet I see the use of technology as important and necessary for classrooms today.”

Developing Innovative Technology Strategies and Enhanced Content – Cohort 2

Cohort 2 teachers were asked to give examples of innovative technology strategies and/or enhanced content that they have developed with Urban Dreams. Teachers described the following:

“A slide show on civil war and Ireland…I was able to create a slide show of pictures in conjunction with a short story called “The Sniper.” Letty showed me how to put the pictures of civil wars and Ireland on the TV from “my pictures.” It was a good opening. Students used the Internet to find articles on Civil Wars. It is possible to use more graphics and to be more creative. Now I can reuse my documents in the classroom when I want to correct something. Students take pride in their work.”

“Teachers have developed curriculum, through the UD Core Lit. Study Group, that uses computer imaging for making quilts, downloading pictures form the Internet for other projects, researching background information on the Internet and using digital cameras.”

“Cross-curricular projects in Social Studies and journalism for sophomore students with extensive sharing of data, images, files, and collaboration across network.”

“The use of programs like Power Point and Inspiration has been provided to us by Urban Dreams and the Human Rights series has been incredible. UD has given me material on Latin American and African-American literature and its practical application in the classroom that is extremely important and highly valuable because it is meaningful to the students.

Several teachers indicated that they had been developing lesson plans that were to be shared with other teachers and available on the Urban Dreams website at: http://www.urbandreamsproject.org/lessonplans. One teacher described the production of lesson plans and curriculum units:

“The technology strategies and content enhancements are evident in the unit, lesson plan, and resources. Collaboration regarding these units were presented to staff members during a special session, and there are ongoing discussions among staff members on how to produce other units.”

Another Cohort 2 teacher described the collaboration with Urban Dreams teachers and librarians:

	Primary sources found on the web that are otherwise unavailable
	Quality information from online databases
	Complete lessons online (why reinvent the wheel)
	E-mail
	PowerPoint
	And more!”

Content, Technology, and Pedagogy – Cohort 1

On the Cohort I follow-up survey the teachers were asked to comment on these professional development topics: content, pedagogy, and technology. The third year of the project focused on pedagogy with the use of technology to improve student achievement and provide greater access to curriculum content.

Content

	“Receiving opportunities to develop lesson plans will be great.”
	“More information about Human Rights like those after school meetings with guest speakers.”
	“Continue programs of inviting scholars to share their knowledge.”
	“I'm teaching AP World Today - a brand new class - so material relating to that course would be great.”

Technology

	“Increasing the hardware in the classroom.”
	“Want to have access to or my set up for digital camera and editing- Pro-receiving training this summer.”
	“Just having more access to programs.”
	“Repair of video equipment and perhaps more scanners.”

Pedagogy

	“Having the opportunity to see how other professionals taught a particular unit could benefit me and my students.”
	“Exposure to even more valuable and recommended websites.”
	“Using tech to help students find and use primary source materials.”

The teachers who participated in the third year interviews were very positive about the changes they were making in their teaching as a result of Urban Dreams. They were generally enthusiastic about the student learning that was taking place in their classrooms due to the increased access to and use of technology with students. Teachers expressed appreciation for the opportunity to participate in Urban Dr