Student Technology Use Study

 “The vast majority of US public schools now issue devices to every student, according to a 2025 National Center for Education Statistics survey. A new found students putting away their phones didn’t seem to meaningfully improve learning outcomes,.probably because schools are giving students other forms of technology to replace their personal devices, despite a wide body of evidence showing that educational technology generally makes it harder for students to learn. Students who use computers more perform worse academically, neuroscientist Jared Cooney Horvath documented in his book, ‘The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning — And How To Help Them Thrive Again.’ These results show up in numerous reliable international standardized tests, Horvath explained in congressional testimony.” 

Allcott, H. et al. (2026). The effects of school phone bans: national evidence from lockable pouches. National Bureau of Economic Research. 

Screen Use in Classroom Attitudes Study

Students and educators are expressing concerns about the extensive use of screens in classrooms, with kindergartners watching lessons on YouTube, middle-schoolers using Chromebooks for writing drills and high-schoolers collaborating on Google Docs. Some students say the reliance on technology is distracting and hinders learning, while teachers say it is challenging to keep students engaged.

Media Use and Screen Time - Its Impact on Children, Adolescents, and Families. (2020). American College of Pediatricians.

https://acpeds.org/position-statements/media-use-and-screen-time-its-impact-on-children-adolescents-and-families

 

K-12 Digital Transformation report

 A survey in 2023 revealed that K-12 digital transformation efforts are still in their early stages, with nearly two-thirds of respondents indicating they have not yet begun to implement their strategies or technology initiatives for digital transformation. However, around 36% are in various stages of implementation, and only about a third of respondents expressed confidence in their understanding of digital transformation, with IT leaders showing higher levels of understanding compared to non-IT leaders.

Nagel, D. (2023). Most districts still early in their digital transformation journey. THE Journal.

https://thejournal.com/articles/2023/08/31/most-districts-still-early-in-their-digital-transformation-journey.aspx

Popular apps and devices survey

 YouTube was the most common app used on a weekly basis by 4th-12th graders and for 9th-12th graders, email was the second most common app, according to a survey issued by The Social Institute, a company that provides curriculum addressing social-emotional learning, social media and technology. The survey, which included responses from nearly 23,000 students in U.S. public and private schools, found school-issued devices, TVs and smartphones are the most popular devices used by students on a weekly basis.

23 insights for 2023 on how students navigate well-being, social media and tech. Social Institute. https://thesocialinstitute.com/insight/report-23-insights-for-2023-on-how-students-navigate-well-being-social-media-and-tech/.

Teacher librarian roles during COVID-19 study

 A recent study examined the nature and depth of school librarians’ involvement, in a position to “lead from the center,” a term used to describe the centrality of school librarians in school spaces, during the COVID-19 pandemic as schools moved from in-person to online contexts.

The research team used a qualitative design based on semi-structured focus groups, allowing researchers to examine participants’ perceptions of their involvement during the pandemic and their perception of the knowledge and skills in their job that could support teachers and students in online teaching and learning. The study found that school librarians’ involvement was not explicitly included in district/school initiatives; however, they voluntarily engaged in informal actions aligned with the CoP framework and worked independently outside district direction to support students and teachers.

The study concludes that schools/districts can and should include school librarians in planning for technology use in teaching and learning and position them as leaders in this work. Additionally, there is evidence that online teaching and learning competencies should be intentionally embedded in preparation programs.

Wake, d., Hu, H., & Shaw, Erin. (2022). School Librarians Leading from the Center in Online Learning Contexts: Informal Communities of Practice Creating Space for Connection and Collaboration. School Library Research. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/wake-hu-shaw.pdf

Library tech access study

 The American Library Association released a report last week underlining the role of libraries in expanding digital equity throughout the COVID-19 pandemic. Libraries have played an increasingly central role in expanding access to emerging technology, as well as in digital literacy programming efforts with local partnership. This role was made even more important during the pandemic, when patrons were forced to adapt to jarring new realities. The report explores the efforts of libraries to understand and combat the digital divide. (from report abstract).

Bryne, A., & Visser, M. (2021). Keeping communities connected: Library broadband services during the COVID-19 pandemic. (2021). American Library Association.

https://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/telecom/broadband/Keeping_Communities_Connected_030722.pdf

Pandemic Impact on Education

 COVID-19 has led to unprecedented challenges in the field of education, and now, even with a return to normalcy seemingly on the horizon, uncertainties remain. Over 600 educators were surveyed in an effort to gauge and further understand the current realities of teaching through a pandemic. The insights gained may help educational leaders strategize and plan for the coming year and beyond, as they search to find the best path forward in supporting staff and students.

Some of the findings are:

• 90% of teachers and staff need to wear PPE.
• 39% of teachers will teach F2F with no remote option.
• About 70% teachers used Zoom.
• In 42% of schools, devices are usually shared. 

Survey Says. (2020). Tech & Learning.

https://www.smartbrief.com/whitepapers/01F93951-ADD5-4C3D-BA60-B3C72DAA4882/AVer_Whitepaper_July2021_v10.pdf

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A recent survey conducted during the coronavirus pandemic finds that students cite depression, stress and anxiety as key barriers to learning. The survey also revealed a decline in access to trusted adults among students, with just 39% saying they have a connection to a supportive adult at school.

Learning & well-being during COVID-19. (2021). YouthTruth. http://youthtruthsurvey.org/wp-content/uploads/2021/02/YouthTruth-Students-Weigh-In-Part-II-Learning-and-Well-Being-During-COVID-19.pdf

https://www.the74million.org/article/student-survey-depression-stress-and-anxiety-leading-barriers-to-learning-as-access-to-trusted-adults-drops/

Post-COVID action for public education report

The International Commission on Education Futures developed nine ideas for public action, knowing that the pandemic will forever transform education. These ideas for action are the commission’s attempt to actively shape the future of education and help strengthen and enhance its power for all students, including those in developing nations.

• Commit to strengthen education as a common good.
• Value the teaching profession and teacher collaboration. 
• Promote youth participation and rights.
• Address the importance of connectivity and access to knowledge and information.
• Make free and open-source technologies available to teachers and students. 
• Ensure scientific literacy within the curriculum.
• Protect domestic and international financing of public education.
• Advance global solidarity to end current levels of inequality.
• Protect school's social spaces.

Education in a post-COVID world. (2021). UNESCO. 

https://journal.canadianschoollibraries.ca/unescos-nine-ideas-for-education/

Teacher-student digital divide study

 Educators from school districts across the nation – from the most underserved to the most affluent – made significant strides in embracing and using technology tools to start the school year. Unfortunately, that balance still has not been fully achieved by all students.

According to a new study, there remain large gaps in the use of education technology among students from lower-income schools compared with those from higher-income areas.

Through its analysis, LearnPlatform noted that teachers from districts with 25% or more free-and-reduced lunch quickly made up ground on peers from other districts in November in their use of education technology. However, their students were still engaging about 30% less on digital platforms than other students.

The yearlong research, has looked at more than 270,000 educators and 2.5 million students across K-12 districts in 17 states.

Although those students seemed to be on the right track in October, the study said there was a notable drop-off in those gaps in November. In its report, authors said, “If the trend continues, the gap could expand beyond pre-COVID levels.”

One of the many potential reasons for the continuing divide is the sheer number of education technology tools out there. The study noted an analysis of “8,000 tech tools” used by teachers this year, including more than 1,300 in the past month alone. Since March, the authors said more than 70 tools were utilized for math and English courses and that most districts employed more than one LMS plus multiple single sign-on providers.

“The data suggest that having to learn and navigate so many digital tools may be contributing to confusion and disengagement, rather than creating more options,” researcher Rectanus said.

Rectanus, K. (2020). The Exponential Growth of the Digital Divide. LearnPlatform.

https://learnplatform.com/news/may-21-2020-exponential-growth-of-the-digital-divide

Technology as a learning tool report

 The move to digital learning during the pandemic has resulted in a greater appreciation by parents and students for technology as a learning tool, according to a recent report.The report -- based on responses from more than 110,000 students, nearly 12,000 teachers and others --also found the increase in technology use provides more opportunities and context for defining value and rigor of resources. Some other findings were: greater appreciation by parents and students of digital learning, and student awareness of more modalities for learning.

Project Tomorrow. (2020). Digital Learning During the Pandemic: Emerging Evidence of an Education Transformation. Irvine, CA: Project Tomorrow. 

Pandemic impact on students

 Some high-school students feel more motivated to learn in school than online and do not have equal access to remote instruction, according to a national survey administered in the early days of the coronavirus pandemic, from March 26 to April 1. Results also show the toll of the pandemic on students' mental health, with one sharing it felt like life was in chaos. "Most, but not all, students had access to the technology needed for online learning; however, many found it difficult to adapt." The study recommends addressing inequities of access to technology and Internet, addressing food insecuriy, considering the whole student, improving online instruction and materials.

Croft, M. et al. (2020). HIgh school students' experiences in March during the coronavirus pandemic. Iowa City, IA: ACT Center for Equity in Learning.  https://www.act.org/content/dam/act/unsecured/documents/R1841-covid-insights.pdf 

How to bridge homework gap with tech study

Enhancing connections between schools and communities could help close digital divides and curb the "homework gap," according to a study of schools in Alabama and Arizona. The study finds that bridging this divide relies on robust in-school technology programs and relevant community connections.
Lee, N. (2020). Bridging digital divides between schools and communities. Washington, DC: Brookings Institute.
https://www.brookings.edu/research/bridging-digital-divides-between-schools-and-communities/
 

Transformative Technology Study

Transformative technology has the edge in teaching over substitutive technology, meaning students learn more when technology is used not to replace pencils and paper to do similar tasks, but rather when tech is used to reshape the projects themselves, a report from Gallup finds. This includes allowing students to choose what they learn, discuss topics without a clear answer and work on multidisciplinary projects.
Gallup. (2019). Creativity in learning. Washington, DC: Gallup.
https://www.gallup.com/education/267449/creativity-learning-transformative-technology-gallup-report-2019.aspx

Middle School Tech Access Report

Only one in five middle-school students have access to technology such as animations, simulations and virtual labs, according to a new report. The data show that while Chromebooks are the most popular tool used by students in the classroom, 61% are still using their own devices to complete assignments.
Evans, J. (2019).  Digital learning: Peril or promise for our K-12 students. Irvine, CA: Project Tomorrow.
https://tomorrow.org/Speakup/speakup2018-19-Digital-Learning-Peril-or-Promise-october2019.html

Teacher Tech Training Need Study

Thirty-nine percent of teachers need greater training to effectively use education technology, but administrators assert that tight budgets and competing priorities are preventing them from making such investments, according to a recent survey. The research also found that teachers want to use more technology in the classroom and expect the use of cloud-based lesson delivery, virtual reality and other tech to increase over the next five years. Administrators identify connectivity and hardware issues as other major reasons for why more technology is not getting adopted in schools and districts, and communications with teachers is also barrier. When it comes to educators in the classroom, 77 percent of teachers who use different ed tech tools are not involved in the budgetary decision-making process.
The state of technology. (2019). Alpharetta, GA: Promethean.
https://www.prometheanworld.com/state-of-technology-report/?utm_source=Wire&utm_medium=Press%20Release&utm_campaign=NA%202019%20State%20of%20Technology%20Report

Views on classroom tech study

A survey from the University of Waterloo found that 68% of faculty don't like students using phones during class and 32% disapprove of laptops, saying that noneducational use of technology distracts from their teaching. Students, however, felt it was their choice to use such technology in class, with some saying they expected professors to be entertaining enough to earn their attention.

Neiterman, E., Zaza, C. (2019).A mixed blessing? Students' and instructors' perspectives about off-task technology use in the academic classroom. Canadian Journal for the Scholarship of the Teaching and Learning, 10(1). 

https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/8002

Internet Nonconnectivity Impact study

From the benefits of teaching lifelong digital citizenship skills to the challenges of preparing students to critically evaluate online information, educators across the country share their perspectives on what it's like to teach in today's fast-changing digital world. Nevertheless, about 12% of teachers said that more than 60% of students lack the home internet connectivity needed to complete their homework, according to a recent report.  In response, about 42% of teachers at high-poverty schools said they avoid assigning homework that would require an internet connection.
The Common Sense Census: Inside the 21st century classroom. (2019).  San Francisco, CA: Common Sense Media.
 https://www.commonsensemedia.org/research/the-common-sense-census-inside-the-21st-century-classroom-2019

Technology’s Impact on Education – Digital Learning Tools in Classes

Education Week released a special report investigating the impact technology is having in K-12 schools as digital learning tools flood classrooms across the country. The report reveals that technology is failing to reach its full potential in K-12 schools, despite the rapid infusion of new devices and technologies into the classroom. Further, disparities in technology access and adoption, and in the ways new tools are integrated into instruction, may be fueling a new digital divide that threatens to exacerbate long-standing inequities and separate education’s haves and have-nots along new fault lines.  

Herold, B. (2017). Technology counts 2017: Classroom tech: Where schools stand. Bethesda, MD: Education Week.

https://www.edweek.org/ew/articles/2017/06/14/poor-students-face-digital-divide-in-teacher-technology-training.html

Effects of Apps on Learning

According to a report by Brightbytes, a median of 30 percent of the ed-tech licenses purchased by K-12 districts–as tracked through a proprietary platform–are never used. And a median of 97.6 ed-tech licenses are never used “intensively”. A team of leading researchers and analysts explored data from the BrightBytes Learning Outcomes module to determine the range of cost per license for purchased apps, the degree purchased apps are being used, and the level of effectiveness apps have for math, science, and ELA. The results of this research show which apps are having a positive impact on student learning, and the environments in which this work is successful.

Baker, R. S., & Gowda, S. M. (2018). Highlights from the Brightbytes’ 2018 Annual Insights Report: Towards understanding app effectiveness and cost. San Francisco, CA: Brightbytes. http://pages.brightbytes.net/LOSnapappInfographic_LOCalculatorLP.html