Teachers and technology survey

According to a national survey, more teachers said that technology has changed how they approach time management (93 percent) than how they approach instructional delivery (88 percent). It has also transformed how they handle parent communication; a solid 7 in 10 reported that they now use tech to do that. Nearly three-quarters of respondents said they now use open educational resources more than textbooks.
TES Global. (2016).  Teachers & technology survey. San Francisco: TES Global.
https://www.dropbox.com/s/3z2k4ga05vmpk6s/Teacher%20and%20tech%20report%202016.pdf?dl=0

STEM OERs study

This study outlines the significance of studying pressing issues related to use of digital resources in the K–12 environment, and uses the Quadratic Usage Framework of K–12 technology adoption to contextualize the results of a qualitative synthesis of published research. Many traditional issues relating to educators’ access, skill, policy, and motivation to use digital learning resources emerged clearly from the body of literature.

Luetkemeyer, Jennifer, and Marcia Mardis. “Applying the Quadratic Usage Framework to Research on K–12 STEM Digital Learning Resources.” School Libraries Research, 19.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol19/SLR_K-12STEMDigitalLearningResources_V19.pdf

Teachers and technology survey

Seventy-three percent of teachers participating in a recent survey said they use open educational resources more often than traditional textbooks. The survey also showed that technology has changed how a majority of the teachers manage their time and approach to instruction; most teachers apply tech to classroom lecture time (84%) and differentiated instruction (74%).
TES Global. (2016).  Teachers and technology survey. San Francisco, CA: Author.
http://www.tesglobal.com/teachertech2