Digital Education Revolution NSW Evaluation - Phase 1

Digital Education Revolution
In New South Wales
DER-NSW Evaluation
PHASE 1: BEFORE THE LAPTOP ROLLOUT

The impact of the Digital Education Revolution in NSW government schools:
Baseline data
Report presented by
Dr Sarah Howard & Mr Charles Carceller, MEd
University of Wollongong
September 10 2010
DER-NSW, Baseline data report 1

Evaluation team members
The Evaluators
Dr Sarah Howard is a Lecturer in Education, in Information and Communication Technologies, at the

University of Wollongong. She is the external evaluator for the DER-NSW.
Mr Charles Carceller’s research area focuses on social capital and technology use. He is a research
assistant at the University of Wollongong working on the DER-NSW evaluation.
The DER-NSW Evaluation Advisory Group
Dianne Butland, NSW Parents and Citizens Association
Alun Davies, Manager School Audit
Geoff Hastings, NSW Secondary Principals Association
Dianne Marshall, Program Director Digital Education Revolution NSW
Gerry McClouglan, Assistant Director (relieving), Educational Measurement
Terry O’Brien, Policy Leader Digital Education Revolution NSW
Max Smith, Senior Manager Student Engagement and Program Evaluation (SEPE)
Bruce Stavert, Project Officer Digital Education Revolution NSW
Bill Tomlin, Manager Planning and Evaluation SEPE
This evaluation was commissioned by the Digital Education Revolution-NSW Program of the NSW Department
of Education and Training. The project is overseen by an Evaluation Advisory Group.
This document presents base line data gathered prior to the issue of laptops to year 9 2010.
Stage 2 of this evaluation will take place in Terms 3 and 4 2010 consisting of case studies and follow up
student and teacher surveys.
© State of New South Wales through the NSW Department of Education and Training, DER-NSW, 2010
The Digital Education Revolution-NSW is funded by

the Australian Government’s National Secondary School Computer Fund
DER-NSW, Baseline data report i

Table of Contents
Executive Summary .............................................................................................................................................................................1

1 Introduction ..................................................................................................................................................................................2
1.1 Research questions......................................................................................................................................................... 2
1.2 Background of the study .............................................................................................................................................. 3
1.3 Conceptual framework of the study ...................................................................................................................... 3
1.4 Design of the study ......................................................................................................................................................... 4
1.5 Pilot studies ........................................................................................................................................................................ 5
2 Conducting Phase 1 of the study......................................................................................................................................... 6
2.1 Research methods and tools ...................................................................................................................................... 6
3 Presentation of data ..................................................................................................................................................................7
3.1 Demographics.................................................................................................................................................................... 7
3.1.1 Student responses ......................................................................................................................................................... 7
Students (StuA #1-4 & StuB #1-4).................................................................................................................................... 7
Summary ........................................................................................................................................................................................ 9
3.1.2 Teacher responses......................................................................................................................................................... 9
Teachers (TrA #1-7) ................................................................................................................................................................ 9
Summary ..................................................................................................................................................................................... 11
3.2 School culture ................................................................................................................................................................. 12
3.2.1 Student responses ...................................................................................................................................................... 12
At my school (StuA #5 & StuB #5) ................................................................................................................................. 12
My school is a place where… ............................................................................................................................................ 12
Summary ..................................................................................................................................................................................... 16
3.2.2 Teacher responses (TrA #19) .............................................................................................................................. 16
Your views .................................................................................................................................................................................. 16
Summary ..................................................................................................................................................................................... 21
3.3 Access to ICT ................................................................................................................................................................... 22
3.3.1 Student Responses ..................................................................................................................................................... 22
Students’ computer use (StuA #6-12 & StuB #6-7) .............................................................................................. 22
3.3.2 Teacher Responses..................................................................................................................................................... 25
Teachers’ computer use (TrA, #8-9) ............................................................................................................................ 25
Summary ..................................................................................................................................................................................... 26
3.4 Knowledge & use of ICT ............................................................................................................................................ 26
Students’ computer use (StuA #14-16) ...................................................................................................................... 27
DER-NSW, Baseline data report ii
Think about your experience with computers... ..................................................................................................... 27
How well could you... ............................................................................................................................................................ 28
How often do you... ................................................................................................................................................................ 33
Summary ..................................................................................................................................................................................... 42
3.4.2 Teacher responses...................................................................................................................................................... 43
Teachers’ computer use (TrA #11-13) ........................................................................................................................ 43
On average, how frequently do you use a computer to perform the following: .................................... 43
To what extend do you agree with the following statements? ....................................................................... 47
Summary ..................................................................................................................................................................................... 49
3.5 Learning & teaching with ICT................................................................................................................................. 49
I get a lot out of working with computers, because ............................................................................................. 50
How important do you think it is to use computers and other technology tools in… ........................ 51
Students’ your learning (StuB #8) ................................................................................................................................. 53
I learn more when… .............................................................................................................................................................. 53
How often are you asked to do the following activities in school using a computer? ........................ 54
How much do you agree with the following sentences about learning at school? ............................... 59
Summary ..................................................................................................................................................................................... 61
3.5.2 Teacher responses...................................................................................................................................................... 61
Teachers’ learning and teaching (TrA #14-18, and 20) ..................................................................................... 61
In the course of a week, in what proportion of your lessons do you do the following? .................... 61
How often do you require students to perform the following tasks using a computer? ................... 67
How much do you agree or disagree with the following statements? ........................................................ 77
Summary ..................................................................................................................................................................................... 78
3.6 Bases of achievement in subjects ......................................................................................................................... 79
Students’ conception of technology and bases of achievement in the subject (StuA #13 & StuB
#16) ............................................................................................................................................................................................... 79
How important do you think the follow are: ............................................................................................................ 79
Students’ your subjects (StuB #9-19) .......................................................................................................................... 80
How important are the following things for being good at Maths?.............................................................. 80
How important are the following things for being good at English? ........................................................... 81
How important are the following things for being good at Science? ........................................................... 82
How important are the following things for being good at History? ........................................................... 83
How important are the following things for being good at Geography? ................................................... 84
DER-NSW, Baseline data report iii

How important are the following things for being good at Music? .............................................................. 85
How important are the following things for being good at Visual Arts? ................................................... 86
How import are the following things for being good at using Technology: ............................................. 87
How important are the following things for someone to do well in your curriculum area? ........... 88
Summary ..................................................................................................................................................................................... 88
3.7 Intentions ......................................................................................................................................................................... 89
StuA #20-21 & StuB #20-21 ............................................................................................................................................. 89
StuA Q-20. When do you plan to finish high school? ............................................................................................ 89
StuA Q-21. What plans do you have for further education after high school? ........................................ 89
StuB Q-20. When do you plan to finish high school? ............................................................................................ 89
StuB Q-21. What plans do you have for further education after high school? ........................................ 90
Summary ..................................................................................................................................................................................... 90
4 Implications for research questions .............................................................................................................................. 91
4.1 How does the DER-NSW program influence teacher pedagogy? ........................................................ 91
ICT use and knowledge........................................................................................................................................................ 91
Pedagogical change................................................................................................................................................................ 91
Communication ....................................................................................................................................................................... 92
4.2 What is the influence of the DER-NSW program on students’ understanding, skills, and
attitudes?.......................................................................................................................................................................................... 92
ICT use and knowledge........................................................................................................................................................ 92
Engagement with learning ................................................................................................................................................. 92
4.3 What are the consequences of the DER-NSW program on students’ educational outcomes?
92
External test results .............................................................................................................................................................. 92
School completion .................................................................................................................................................................. 92
5 Conclusion ................................................................................................................................................................................... 93
6 Appendices A-C ......................................................................................................................................................................... 94
DER-NSW, Baseline data report iv

Executive Summary
The following report presents preliminary evaluation results from Phase 1 of the Australian
Commonwealth Government’s Digital Education Revolution in New South Wales (DER-NSW)
one-to-one laptop program. Formal evaluation of the program was initiated by the New South
Wales Department of Education and Training (NSW DET), in collaboration with the University
of Wollongong (UoW), in an effort to determine how the DER-NSW program may impact on
education across the state. The evaluation is intended to take place over 3 years (2010-2012).
The DER-NSW program provides an opportunity to evaluate the impact of laptops on teaching
and learning in a large sample of students and teachers. The three primary research questions
explored in this evaluation are:
• How does the DER-NSW program influence teacher pedagogy?

• What is the influence of the DER-NSW program on students’ understanding, skills, and
attitudes?
• What are the consequences of the DER-NSW program on students’ educational
outcomes?
The project employs an evaluation approach focusing on survey methodology and qualitative
evidence. The basic design of the evaluation consists of three data collection phases in each
year. Data collected in 2010 is intended to establish a baseline of student and teachers’ ICT use,
knowledge and perceptions. Phase 1 2010 surveys the entire Year 9 student population across
the state, as well as all secondary school teachers. Phase 2 2010 includes four school case
studies across NSW. Phase 3 2010 is a second survey of the Year 9 student population and all
secondary school teachers.
The data presented in the following report includes results from the Phase 1 data collection in
2010. Responses suggest that teachers were well acquainted with quality teaching methods and
they felt they were able provide students with a variety of ways to demonstrate understanding,
and they were able to deliver lessons using a range of approaches. Baseline results suggested
that teachers generally do not feel confident using laptops in the classroom. At the same time,
teachers’ responses indicate they believe that becoming good at using technology is a matter of
gaining experience using the tools over time and that it is important for students to work with
computers. The evaluation will examine how, and if: teachers are gaining confident using
laptops in their teaching; if the use of laptops impacts on classroom practices; and their method
of communication with other teachers, students and parents.
Initial results suggest that students are more likely to engage in basic communication and
information gathering activities when using ICT, rather than creation activities in their personal
ICT use and in the classroom. This said, students indicated positive beliefs about the importance
of ICT in their learning. They felt technology was useful in most of their subject areas, but less so
in Mathematics. The evaluation will closely examine what types of tasks students are asked to
complete in the classroom and if these change over time. Further, relationships between laptop

use and students’ level of engagement in school will be investigated, as well as possible impact
upon engagement in school and their intentions beyond school.
The report is structured on the following sections: Demographics, School culture, Access to ICT,
Knowledge & use of ICT, Learning & teaching with ICT, Bases of achievement in subject areas
and Intentions (beyond school). Each of the sections presents student and teacher responses;
results are then followed by a summary of findings. The presentation of results is then reviewed
in relation to the three research questions.
1 Introduction
The Digital Education Revolution NSW (DER-NSW) one-to-one laptop program is part of the
Australian Commonwealth Government Digital Education Revolution initiative. The Digital
Education Revolution – NSW is funded through the National Secondary School Computer Fund
and aims to provide a highly specialised wireless laptop to all students in years 9 to 12 by 2012.
Research has suggested that one-to-one computing programs increase students’ motivation and
engagement in learning, as well as support students to develop the capacity to see connections
with what they are learning and the wider world.
The NSW Department of Education and Training (NSW DET) has initiated a formal evaluation of
the educational impact of the Digital Education Revolution – NSW. The project is being
conducted as a collaboration between NSW DET and the University of Wollongong (UoW). It is
intended that the evaluation will take place over 3 years.
The DER-NSW program provides an opportunity to evaluate the impact of laptops on teaching
and learning in a large sample of students and teachers. Due to the size of the population, the
results have the potential to be generalisable. Findings from this evaluation will guide future
directions in the implementation of information and communication technologies into
education in NSW government schools. Findings from this evaluation will also be of great
interest to the wider field of educational research as one-to-one computing programs are
considered in other educational contexts. One focus of the evaluation will be the impact of the
one-to-one laptop program on students showing characteristics of low-engagement in learning.
Findings from this aspect of the evaluation will be of particular interest to schools in NSW in
light of the recently extended school-leaving age in NSW schools.
The first goal of the evaluation is to establish student and teacher baseline data establishing
their initial ICT access, knowledge and use. The second goal is to explore possible relationships
between the DER-NSW one to one laptop program and teachers’ pedagogical transformation;
student, teacher and community engagement and educational outcomes.
1.1 Research questions

The three primary research questions explored in this evaluation are:
• How does the DER-NSW program influence teacher pedagogy?

• What is the influence of the DER-NSW program on students’ understanding, skills, and
attitudes?

• What are the consequences of the DER-NSW program on students’ educational
outcomes?
1.2 Background of the study

The evaluation has been initiated by the New South Wales DET. NSW DET is the primary
stakeholder in the project, as well as schools, students, teachers, school leadership and parents.
All aspects of the evaluation including design, implementation, and reporting on the project
have been undertaken in consultation with NSW DET.
1.3 Conceptual framework of the study

The Australian Commonwealth Government’s Digital Education Revolution includes an element
called the National Secondary School Computer Fund with the objective of providing students
and teachers with information and communication technology (ICT) tools that will support
engagement and improve the learning experience (Department of Education, Employment and
Workplace Relations 2009a).
The National Partnership Agreement on the Digital Education Revolution

http://www.federalfinancialrelations.gov.au/content/national_partnership_agreements/educat
ion/digital_education_revolution/Digital_%20Education_%20Revolution.pdf) lists the following
objective:
… to achieve technology enriched learning environments to assist students to achieve high

quality learning outcomes and productively contribute to our society and economy. (p. 5)
and outcomes:
 There will be a sustained and meaningful change in the way teaching and learning are
delivered in Australian secondary schools …
 Access to educational tools of the 21st century…providing stimulating and challenging
learning resources for students
 The teacher workforce will be equipped … to effectively utilise ICT in the classroom (p.
6).
The funds have been allocated to secondary schools in consultation with the states and
territories, and in some states the use of funds have been at the discretion of the schools. New
South Wales, however has implemented a state-wide program that will provide every student in
years 9 to 12 in government schools with a wirelessly enabled specialist educational laptop
through their senior education. Economies of scale have been achieved through centralised
purchasing processes providing residual funds to support the program through state-wide
wireless network, employment of Technology Support Officers and professional learning and
curriculum support for teachers.
The Department of Education and Training Office of Schools has taken leadership of the
program to ensure that the focus remains on transforming teaching and learning in NSW
government schools. At this time the NSW Department of Education and Training is primarily
interested in understanding how the one-to-one laptop initiative will influence students’
engagement in learning, the transformation of teachers’ pedagogy and engagement with the
wider school community.
There has been a number of “laptop school” programs in other countries. A review of programs
in Canada, the United States, and Australia has shown the following findings (Learning Cultures
Consulting Inc., 2006, p. 8):
• Attainment of 21st century skills (e.g., critical thinking, problem-solving, team work,
communications skills and ICT literacy);
• Increases in student motivation, engagement, interest, organization, and self-directed
learning;
• Transformation of teacher pedagogy;
• Increased parental and community involvement and improved home-school
communication.
While these findings have been consistent across several different initiatives, the success of
school change is often reliant on culture and context (Schoen & Teddlie, 2008). Therefore, it will
be important to develop an understanding of student, teacher and school community
experiences specific to the context of DER-NSW as a whole, as well as individual school
experiences in the initiative.
While many positive trends have been identified within one-to-one laptop programs, significant
limiting issues were also identified with implementation, specifically “lack of planning and/or
evaluation” (Learning Cultures Consulting Inc., 2006, p. 8). In an effort to ensure full realisation
of learning and teaching benefits, synchronous and careful evaluation of the DER-NSW laptop
program implementation is being undertaken.
1.4 Design of the study

The project employs an evaluation approach focusing on survey methodology and qualitative
evidence. Using this type of mixed-method design allows for the collection of broad descriptive
quantitative population baseline data, which can then guide more detailed qualitative
exploration through case studies. The evaluation design is as follows:
Year Participants Phase 1 Phase 2 Phase 3 Reports
2010 Teachers & Baseline Baseline End of Year 1  Baseline survey data
Students (Year 9) questionnaire case Questionnaire  All Year 1 data
studies including case
studies
2011 Teachers, Start Year 2 Year 2 End of Year 2  Year 2 survey data
Students & Questionnaire Case Questionnaire  Year 1& 2 data &
Parents (Year 10) studies comparisons
2012 Teachers, Start of Year 3 Final Case Final  Year 3 survey data
Students & Questionnaire studies Questionnaire  Year 1-3 data & final
Parents (Year 11) comparisons

The first part of the evaluation, presents online questionnaires (quantitative survey method)
employed to establish year 9 2010 student and teacher baseline data. It is assumed that
teachers and students would have unique views about ICT, teaching and learning therefore they
are surveyed using questionnaires specific to each group. The data collected provides
information about students and teachers’ ICT knowledge, use and attitudes at the beginning of
2010 prior to allocation of laptops. Note that year 9 2010 is the second cohort of students to
receive laptops under the DER-NSW program. Results will also be used to build an
understanding of school characteristics for case study selection. The second part of the
evaluation will primarily use a case study method (qualitative data). The case studies will focus
on developing a better understanding of teachers’ pedagogical transformation (RQ #1) and
students’ engagement with learning (RQ #2) in relation to the one-to-one laptop program.
Finally, a second set of quantitative survey data will be collected and compared with the first
data set, as well as students’ educational outcomes (RQ #3).
This process will be repeated in 2011 and 2012 using the same cohort of students as they
progress through their schooling as well as their teachers and parents.
1.5 Pilot studies

The student and teacher questionnaires were first piloted in December 2009. Student Survey A
(StuA) was piloted on 93 Year 8 students, Student Survey B (StuB) on 89 year 8 students,
Teacher Survey A (TrA) on 20 year 8 teachers, and Teacher Survey B (TrB) on 24 year 8
teachers. Focus groups were conducted to gain feedback from teachers and students on the
questionnaire items and intent. The questionnaire data were analysed for reliability and
triangulated with focus group data for validity. TrA and TrB were merged into one teacher
questionnaire (TrA). Redundant items on the student questionnaires were removed, knowledge
items were added to gain a better understanding of students’ beliefs about content areas (e.g.,
English, Maths, ICT, etc.), and triangulating items were revised for consistency. Items on StuA
and StuB were revised to ensure the language was appropriate for year 9 students.
The three questionnaires were piloted a second time at four secondary schools in February
2010. StuA was piloted on 137 Year 9 students, StuB on 28 Year y students, and Teacher Survey
A (TrA) on 22 senior school teachers. The three questionnaires were then reviewed for
redundancy, language and response rates. The final questionnaires can be reviewed in
Appendices A-C.

2 Conducting Phase 1 of the study
2.1 Research methods and tools
Baseline student and teacher data were gathered in Term 1 & 2 of the 2010 school year (March
8 – May 31) through three online questionnaires. The questionnaires were available through
Survey Monkey. URLs to the questionnaires were made available to year 9 students and all high
school teachers through their NSW DET email addresses. Participants were notified of the
questionnaire in early March. A reminder email was sent out to all participants in early May.
Baseline student data were gathered through questionnaires StuA and StuB (see Appendices A
& B). Most students completed the questionnaires as part of their laptop orientation. The StuA
questionnaire addressed students’ existing access to ICT and knowledge of ICT, as well as their
beliefs about core subject areas (e.g. English, Maths, etc.). StuB gathered data about students’
initial understanding of ICT in learning. Students were randomly allocated by school to either
questionnaire StuA or StuB.
Baseline teacher data were gathered through questionnaire TrA (see Appendix C). Teachers
indicated whether or not they had taught Year 9 in 2009, if they were currently teaching year 9,
and if they were teaching Year 10. This data provides a picture of their exposure to the laptop
program. Teacher surveys focused on teachers’ beliefs about ICT integration in learning and
teaching, how their beliefs relate to their curriculum areas and their level of engagement with
students and the wider school community.
Data gathered provides a preliminary or base line view of students ‘and teachers’ experiences
with, and beliefs about, ICT in teaching and learning. The following sections present the baseline
data gathered through the questionnaires. Data presentation is based on the thematic structure
of the questionnaires. It is important to note, while the measures used to construct the
questionnaires have previously been used in NSW schools, comparisons to existing data are not
made at this time.

3 Presentation of data
3.1 Demographics
The following sections present participating students’ and teachers’ demographic information.
Categorical demographic data allows for analysis by subgroup as well as holistically.
3.1.1 Student responses
Students (StuA #1-4 & StuB #1-4)
StuA Q-1. What is your gender?

Frequency Valid %
Valid Male 7081 49.7

Female 7172 50.3
Total 14253 100
Missing 9.00 46
Total 14299
StuA Q-2. Are you of Aboriginal or Torres Strait Islander origin?

Frequency Valid %
Valid No 13105 92.1

Yes, Aboriginal 712 5.0
Yes, Torres Strait Islander 232 1.6
Yes, both Aboriginal and Torres Strait Islander 175 1.2
Total 14224 100
Missing 9.00 75
Total 14299
StuA Q-3. Do you speak a language other than English at home?

Frequency Valid %
Valid No 8006 56.5

Yes 6165 43.5
Total 14171 100
Missing 9.00 128
Total 14299

StuA Q-4. How many years have you been at an Australian school?
Frequency Valid %
Valid less than 1 year 228 2.2

1 to less than 3 years 454 4.5
3 to 7 years 882 8.7
more than 7 years 8630 84.7
Total 10194 100.0
Missing 9.00 4105
Total 14299
StuB Q-1. What is your gender?

Frequency Valid %

Female 7234 53.7
Total 13476 100.0
Missing 9.00 37
Total 13513
StuB Q-2. Are you of Aboriginal or Torres Strait Islander origin?

Frequency Valid %
Valid No 12078 89.9

Yes, Aboriginal 986 7.3
Yes, Torres Strait Islander 168 1.3
Yes, both Aboriginal and Torres Strait Islander 207 1.5
Total 13439 100.0
Missing 9.00 74
Total 13513
StuB Q-3. Do you speak a language other than English at home?

Frequency Valid %
Valid No 11022 82.3

Yes 2365 17.7
Total 13387 100.0
Missing 9.00 126
Total 13513

StuB Q-4. How many years have you been at an Australian school?
Frequency Valid %
Valid less than 1 year 143 1.9

1 to less than 3 years 235 3.1
3 to 7 years 491 6.4
more than 7 years 6806 88.7
Total 7675 100.0
Missing 9.00 5838
Total 13513
Summary
At the time of this data collection, 27,812 students had completed either StuA (n = 14,299) or
StuB (n = 13,513). The student population was representative of males and females. A high
percentage of students completing StuA spoke a language other than English at home (43.5%),
while only 17.7% of students completing StuB indicated speaking another language. This will be
investigated in the case studies and the second questionnaire deployment in Term 4 2010. Of
the 27,812 students who had completed the two questionnaires at the time of data collection,
1361 (4.9%) self-identified as Aboriginal and/or Torres Strait Islander origin. The size of this
sample has the potential to support valid conclusions to be drawn as to the impact of the one to
one laptop program on their educational outcomes.
3.1.2 Teacher responses
Teachers (TrA #1-7)
TrA Q-1. What is your gender?

Frequency Valid %

Female 2621 57.3
Total 4575 100.0
Missing 9.00 29
Total 4604

TrA Q-2. In what area do you predominantly teach?
Frequency Valid %
Valid Other 737 16.1

English 568 12.4
Mathematics 522 11.4
Science 673 14.7
HSIE 570 12.5
PDHPE 281 6.2
Creative Arts 331 7.2
Technology 785 17.2
Languages 100 2.2
Total 4567 100.0
Missing 99.00 37
Total 4604
TrA Q-3. Does your current teaching allocation include Year 9?

Frequency Valid %
Valid No 1443 31.9

Yes 3076 68.1
Total 4519 100.0
Missing 9.00 85
Total 4604
TrA Q-4. Did your 2009 allocation include Year 9?

Frequency Valid %
Valid No 1440 32.0

Yes 3067 68.0
Total 4507 100.0
Missing 9.00 97
Total 4604

TrA Q-5. How many years have you been teaching?
Frequency Valid %
Valid 0-1 195 4.3

2-3 400 8.8
4-6 551 12.2
7-10 595 13.2
11-15 542 12.0
16-20 566 12.5
21+ 1674 37.0
Total 4523 100.0
Missing 99.00 81
Total 4604
TrA Q-6. How long have you been teaching at your current school?
Frequency Valid %
Valid 0-1 678 14.9

2-3 929 20.4
4-6 944 20.8
7-10 760 16.7
11-15 489 10.8
16-20 335 7.4
21+ 412 9.1
Total 4547 100.0
Missing 99.00 57
Total 4604
TrA Q-7. Please choose your role in the school

Frequency Valid %
Valid Other (e.g. librarian) 397 8.7

Classroom teacher 2988 65.6
School executive 1168 25.7
Total 4553 100.0
Missing 9.00 51
Total 4604
Summary
At the time of this data collection, 4,604 teachers had completed the survey. The population
showed a predictable distribution between males and females. All of the Key Learning Areas
(KLAs)s were appropriately represented. The number of teachers whose allocations included
Year 9 was consistent from 2009 to 2010. Years of teaching was skewed toward 21+ years
(37%). This is consistent with recent literature on the aging Australian workforce. Often people
assume that teachers’ take-up of technology integration in the classroom is related to age, that
older teachers are less likely to change their practice and integrate technology. While this trend
has been disproved by research, the evaluation will explore this cultural perception.
3.2 School culture

The following tables present students’ and teachers’ beliefs about their school culture. These
items intend to create a baseline of general teacher engagement with the school. The teacher
survey also includes their experiences in, and beliefs about, the DER-NSW (see p. 16).
Longitudinal evaluation will support investigation into the impact of the DER-NSW on student
and teacher motivation and engagement,
At my school (StuA #5 & StuB #5)
My school is a place where…
StuA Q-5a. … I really like to go each day.

Frequency Valid %
Valid Strongly Disagree 663 4.8

Disagree 2879 21.0
Agree 8455 61.5
Strongly Agree 1743 12.7
Total 13740 100.0
Missing 9.00 559
Total 14299
StuA Q-5b. … I find learning is a lot of fun.

Frequency Valid %

Disagree 3912 28.5
Agree 7760 56.6
Total 13715 100.0
Missing 9.00 584
Total 14299

StuA Q-5c. …I am treated with respect by other students.
Frequency Valid %

Disagree 1156 8.4
Agree 8770 64.0
Total 13703 100.0
Missing 9.00 596
Total 14299
StuA Q-5d. ... I am given the chance to do work really interests me.
Frequency Valid %

Disagree 1988 14.5
Agree 8316 60.6
Total 13712 100.0
Missing 9.00 587
Total 14299
StuA Q-5e. … I have acquired skills that will be of use to me when I leave school.
Frequency Valid %

Disagree 827 6.0
Agree 8148 59.5
Total 13692 100.0
Missing 9.00 607
Total 14299
StuA Q-5f. … I am a success as a student.

Frequency Valid %

Disagree 1302 9.5
Agree 8855 64.7
Total 13690 100.0
Missing 9.00 609
Total 14299

StuA Q-5g. … teachers help me do my best.
Frequency Valid %

Disagree 1272 9.3
Agree 8343 61.0
Total 13675 100.0
Missing 9.00 624
Total 14299
StuB Q-5a. … I really like to go each day.

Frequency Valid %

Disagree 3388 26.2
Agree 7688 59.4
Total 12941 100.0
Missing 9.00 572
Total 13513
StuB Q-5b. …I find learning is a lot of fun.

Frequency Valid %

Disagree 4482 34.7
Agree 6872 53.2
Total 12916 100.0
Missing 9.00 597
Total 13513
StuB Q-5c. … I am treated with respect by other students.

Frequency Valid %

Disagree 1304 10.1
Agree 8650 66.9
Total 12924 100.0
Missing 9.00 589
Total 13513

StuB Q-5d. … I am given the chance to do work really interests me.
Frequency Valid %

Disagree 1970 15.3
Agree 8227 63.8
Total 12905 100.0
Missing 9.00 608
Total 13513
StuB Q-5e. … I have acquired skills that will be of use to me when I leave school.
Frequency Valid %

Disagree 787 6.1
Agree 8038 62.3
Total 12897 100.0
Missing 9.00 616
Total 13513
StuB Q-5f. … I am a success as a student.

Frequency Valid %

Disagree 1347 10.4
Agree 8693 67.4
Total 12891 100.0
Missing 9.00 622
Total 13513
StuB Q-5g. … Teachers help me do my best.

Frequency Valid %W

Disagree 1367 10.6
Agree 8378 65.0
Total 12893 100.0
Missing 9.00 620
Total 13513

Summary
Students’ responses on StuA and StuB show generally positive beliefs about the school culture.
Results indicate that 72.4% of students completing StuA and 70.5% of students completing
StuB, Agreed or Strongly Agreed with “really like going [to school] everyday.” Further, 66.3% of
StuA students and 59.3% of StuB students Disagreed or Strongly Disagreed that learning was “a
lot of fun”. While the majority of students feel positively about school, there is a considerable
portion of student participants who do not. This portion of the population will be investigated in
the case studies and looked at more carefully in the second and third surveys.
3.2.2 Teacher responses (TrA #19)
Your views
TrA Q-19a. The way that I communicate with students, other teachers, and/or parents has
changed with my participation in the laptop program.
Frequency Valid %

Disagree 1558 44.7
Agree 1097 31.5
Total 3482 100.0
Missing 9.00 1122
Total 4604
TrA Q-19b. I enjoy coming to work.

Frequency Valid %

Disagree 341 9.7
Agree 2051 58.6
Total 3499 100.0
Missing 9.00 1105
Total 4604

TrA Q-19c. I feel that I have a voice in school decision-making processes.
Frequency Valid %

Disagree 1021 29.2
Agree 1462 41.7
Total 3502 100.0
Missing 9.00 1102
Total 4604
TrA Q-19d. I feel that I am respected in the school community.

Frequency Valid %

Disagree 303 8.6
Agree 2240 63.8
Total 3511 100.0
Missing 9.00 1093
Total 4604
TrA Q-19e. I feel successful as a teacher.

Frequency Valid %

Disagree 198 5.6
Agree 2212 62.9
Total 3515 100.0
Missing 9.00 1089
Total 4604
TrA Q-19f. I have had the opportunity to participate in training where I learned to use effective
learning and teaching strategies.
Frequency Valid %

Disagree 506 14.4
Agree 2022 57.7
Total 3505 100.0

Missing 9.00 1099
Total 4604
TrA Q-19g. I feel that the school leaders (e.g. principal) support the DER-NSW one-to-one laptop
program.
Frequency Valid %

Disagree 238 6.8
Agree 1988 56.7
Total 3508 100.0
Missing 9.00 1096
Total 4604
TrA Q-19h. I feel that I have the necessary skills to use the laptops to my everyday teaching.
Frequency Valid %

Disagree 819 23.3
Agree 1560 44.3
Total 3522 100.0
Missing 9.00 1082
Total 4604
TrA Q-19i. I have had the opportunity to participate in training where I learned to use the
software on the laptops.
Frequency Valid %

Disagree 777 22.1
Agree 1729 49.2
Total 3511 100.0
Missing 9.00 1093
Total 4604

TrA Q-19j. I have had the opportunity to participate in training to use ICT as an effective
learning and teaching tool.
Frequency Valid %

Disagree 722 20.6
Agree 1827 52.1
Total 3508 100.0
Missing 9.00 1096
Total 4604
TrA Q-19k. I feel that the school has provided appropriate support structures to assist with
concerns or problems involving use of the laptops.
Frequency Valid %

Disagree 854 24.3
Agree 1759 50.1
Total 3511 100.0
Missing 9.00 1093
Total 4604
TrA Q-19l. I feel confident enough to take risks when planning how to use the laptops in my
teaching.
Frequency Valid %

Disagree 761 21.7
Agree 1758 50.2
Total 3501 100.0
Missing 9.00 1103
Total 4604

TrA Q-19m. I feel that I am able to ask other teachers for help with technical issues when using
the laptops (e.g. questions about software, printing, etc.).
Frequency Valid %

Disagree 363 10.3
Agree 1995 56.8
Total 3513 100.0
Missing 9.00 1091
Total 4604
TrA Q-19n. I feel that I am respected in my subject-area faculty.

Frequency Valid %

Disagree 124 3.5
Agree 1925 54.9
Total 3506 100.0
Missing 9.00 1098
Total 4604
TrA Q-19o. I feel that I am able to ask other teachers for advice about effective learning and
teaching strategies when using the laptops.
Frequency Valid %

Disagree 353 10.1
Agree 2031 57.9
Total 3505 100.0
Missing 9.00 1099
Total 4604

TrA Q-19p. I feel that training opportunities to learn about using and integrating the laptops in
my teaching are easily accessible.
Frequency Valid %

Disagree 1208 34.5
Agree 1380 39.4
Total 3502 100.0
Missing 9.00 1102
Total 4604
TrA Q-19q. I feel confident that I can effectively use the laptop in my classes.
Frequency Valid %

Disagree 795 22.7
Agree 1683 48.1
Total 3498 100.0
Missing 9.00 1106
Total 4604
TrA Q-19r. I have become more enthusiastic about teaching as I have participated in the laptop
program.
Frequency Valid %

Disagree 1451 41.9
Agree 1117 32.2
Total 3466 100.0
Missing 9.00 1138
Total 4604
Summary
Generally, teachers enjoyed coming to work (87.2% Agree or Strongly Agree) and 88.2% Agreed
or Strongly Agreed that they were respected in the school community. Teachers’ experiences in
the DER-NSW were mixed. For example, 60.1% of teachers did not feel their method of
communication had changed through participation in the DER-NSW (TrA Q-19a). The majority
(90%) of teachers felt the program was well supported by school leadership (TrA Q-19g), but
only 51.4% of respondents felt training opportunities about integrating the laptops were
accessible (TrA Q-19p). Nearly one-third (30.3%) of the teachers Disagreed or Strongly
Disagreed that they felt confident using the laptops in their teaching (TrA Q-19q). These themes
and others will be followed closely in the case studies and subsequent surveys. The possibility
of bias in teachers’ responses will be investigated in the case studies, particularly when teachers
are reporting on school leadership. The correlation of school leadership and program
effectiveness will also be investigated in future aspects of the evaluation.
3.3 Access to ICT

The following tables present student and teachers’ computer access and use at home and in
school. As the evaluation progresses data will be gathered to see if student and teacher patterns
of access change, as they participate in the DER-NSW. Data collected with these items will
support analysis of relationships between access to laptops engagement and motivation in
learning, communication patters, as well as achievement.
3.3.1 Student Responses
Students’ computer use (StuA #6-12 & StuB #6-7)
StuA Q-6. Do you have access to a computer at home?

Frequency Valid %
Valid No 614 4.6

Yes 12875 95.4
Total 13489 100.0
Missing 9.00 810
Total 14299
StuA Q-7. Is this home compute connected to the internet?

Frequency Valid %
Valid No 724 5.5

Yes 12125 91.9
I don't know 344 2.6
Total 13193 100.0
Missing 9.00 1106
Total 14299
StuA Q-8. Do you ever use a computer outside of school other than at home?
Frequency Valid %
Valid No 7245 54.8

Yes 5981 45.2
Total 13226 100.0
Missing 9.00 1073
Total 14299

StuA Q-9. Is this outside computer connected to the internet?
Frequency Valid %
Valid No 752 10.1

Yes 5958 79.7
I don't know 766 10.2
Total 7476 100.0
Missing 9.00 6823
Total 14299
StuA Q-10. How often do you use a computer at school?

Frequency Valid %
Valid Never 344 3.0

1 - 3 times a year 377 3.3
Once a term 482 4.3
Once a month 841 7.4
1 - 3 times a month 1807 15.9
Once a week 1765 15.6
1 - 3 times a week 3271 28.8
Once a day 1195 10.5
Many times a day 1258 11.1
Total 11340 100.0
Missing 99.00 2959
Total 14299
StuA Q-11. Where do you use a computer at school?

Frequency Percent Valid %
Valid In a classroom 3928 27.5 100.0

Missing 9.00 10371 72.5
Total 14299 100
Valid In a computer lab 8354 58.4 100.0

Missing 9.00 5945 41.6
Total 14299 100
Valid Other 11661 81.6 81.6

StuA Q-12. How often do you use a computer outside of school?
Frequency Valid %
Valid Never 398 3.5

1 - 3 times a year 182 1.6
Once a term 128 1.1
1 - 3 times a month 372 3.3
Once a week 496 4.4
1 - 3 times a week 1525 13.5
Total 11301 100.0
Missing 99.00 2998
Total 14299
StuB Q-6. Where do you use computers?

Frequency Valid %
Valid I don’t use computers at all 155 100.0

Missing 9.00 13358
Total 13513
Valid At school 10416 100.0

Missing 9.00 3097
Total 13513
Valid At home 11891 100.0

Missing 9.00 1622
Total 13513
Valid Other 12591 93.2

StuB Q-7. How often do you use a computer at school?
Frequency Valid %
Valid Never 219 1.7

1 - 3 times a year 161 1.3
Once a term 275 2.2
1 - 3 times a month 1714 13.5
1 - 3 times a week 3544 27.8
Total 12728 100.0
Missing 99.00 785
Total 13513
3.3.2 Teacher Responses
Teachers’ computer use (TrA, #8-9)
TrA Q-8. How often do you use a computer at school for any reason?
Frequency Valid Percent
Valid Never 2 .0
1-3 times a year 2 .0
Once a term 3 .1
1-3 times a month 8 .2
Once a week 20 .5
1-3 times a week 104 2.4
Once a day 231 5.3
Total 4338 100.0
Missing 99.00 266
Total 4604

TrA Q-9. How often do you use a computer outside of school?
Frequency Valid Percent
Valid Never 17 .4
Once a term 3 .1
Once a month 8 .2
1-3 times a month 13 .3
Once a week 46 1.1
Total 4332 100.0
Missing 99.00 272
Total 4604
Summary
StuA results show that most students already have access to a computer at home (95.4%) and it
is usually connected to the internet (91.9%). On StuA 28.8% of students indicated they use a
computer at school 1-3 times a week and 27.8% on StuB. StuA results showed 21.6% of students
using a computer “once a day” or “many times a day” in school, 31.7% on StuB. We would expect
to see significant increases in these numbers with use of the laptops. Teachers’ responses show
that 92.5% use computers “many times a day” in school. Out of school, 91% use a computer
outside of school “once a day” or “many times a day”.
3.4 Knowledge & use of ICT

The following sections present student and teachers’ beliefs about technology in teaching and
learning (e.g. how important it is to use ICT in your work), how well they feel they could
complete certain tasks using ICT tools, and how often they perform these tasks for teaching or
learning. The types of tasks using ICT tools are loosely broken up into three categories:
organization and communication (e.g. take notes, send emails, etc.); research and use of
information (e.g. research information on people, things or ideas; edit written work; download
images, etc.); or create content (e.g. write a first draft; create your own webpage; create a
database or spreadsheet; etc.).

Students’ computer use (StuA #14-16)
Think about your experience with computers...
StuA Q-14a. It is very important to me to work with a computer.

Frequency Valid %

Disagree 1342 12.0
Agree 6295 56.2
Total 11208 100.0
Missing 9.00 3091
Total 14299
StuA Q-14b. I think working with a computer is fun.

Frequency Valid %

Disagree 1630 14.6
Agree 5583 50.1
Total 11135 100.0
Missing 9.00 3164
Total 14299
StuA Q-14c. I use a computer because I am very interested.

Frequency Valid %

Disagree 1630 14.6
Agree 5583 50.1
Total 11135 100.0
Missing 9.00 3164
Total 14299

StuA Q-14d. Time goes by quickly when I am working with a computer.
Frequency Valid %

Disagree 1096 9.9
Agree 5222 47.0
Total 11101 100.0
Missing 9.00 3198
Total 14299
How well could you...
StuA Q-15a. Write a first draft (e.g. writing in word rather than on paper first).
Frequency Valid %
Valid I don't know what this means 155 1.4

I know what this means but I can't do it 192 1.7
I can do this with help from someone 1285 11.4
I can do this very well by myself 9630 85.5
Total 11262 100.0
Missing 9.00 3037
Total 14299
StuA Q-15b. Edit your written work (i.e. analysing writing, spell checking, etc.).
Frequency Valid %

Total 11254 100.0
Missing 9.00 3045
Total 14299
StuA Q-15c. Take notes (e.g. recording notes in class).

Frequency Valid %

Total 11226 100.0
Missing 9.00 3073

Total 14299
StuA Q-15d. Write, send and receive emails.

Frequency Valid %

Total 11226 100.0
Missing 9.00 3073
Total 14299
StuA Q-15e. Social network (e.g. Facebook, MySpace, etc.).

Frequency Valid %

Total 11222 100.0
Missing 9.00 3077
Total 14299
StuA Q-15f. Post comments to a website online (e.g. respond to blogs, news articles, etc).
Frequency Valid %

Total 11228 100.0
Missing 9.00 3071
Total 14299
StuA Q-15g. Update or maintain a blog.

Frequency Valid %

Total 11198 100.0
Missing 9.00 3101
Total 14299

StuA Q-15h. Organise your work (e.g. create file folders, task lists, keep a calendar, etc).
Frequency Valid %

Total 11214 100.0
Missing 9.00 3085
Total 14299
StuA Q-15i. Research information on people, things, or ideas (e.g. Google, Wikipedia, etc).
Frequency Valid %

Total 11210 100.0
Missing 9.00 3089
Total 14299
StuA Q-15j. Create simple PowerPoint presentations.

Frequency Valid %

Total 11206 100.0
Missing 9.00 3093
Total 14299
StuA Q-15k. Create multi-media presentations (e.g. using sound, pictures, video, etc.).
Frequency Valid %

Total 11199 100.0
Missing 9.00 3100
Total 14299

StuA Q-15l. Make a podcast.
Frequency Valid %

Total 11155 100.0
Missing 9.00 3144
Total 14299
StuA Q-15m. Download images (e.g. from the internet).

Frequency Valid %

Total 11167 100.0
Missing 9.00 3132
Total 14299
StuA Q-15n. Download pictures (e.g. from a digital camera, mobile phone, etc).
Frequency Valid %

Total 11177 100.0
Missing 9.00 3122
Total 14299
StuA Q-15o. Create your own webpage.

Frequency Valid %

Total 11163 100.0
Missing 9.00 3136
Total 14299

StuA Q-15p. Create a movie (e.g. iMovie or MovieMaker).
Frequency Valid %

Total 11134 100.0
Missing 9.00 3165
Total 14299
StuA Q-15q. Enter data into a database or spreadsheet (e.g. putting numbers into Microsoft
Excel, etc.).
Frequency Valid %

Total 11165 100.0
Missing 9.00 3134
Total 14299
StuA Q-15r. Use a spreadsheet to plot a graph (e.g. create a line graph in Microsoft Excel).
Frequency Valid %

Total 11168 100.0
Missing 9.00 3131
Total 14299
StuA Q-15s. Create a database or spreadsheet (e.g. Excel, Access, etc.).

Frequency Valid %

Total 11125 100.0
Missing 9.00 3174
Total 14299

StuA Q-15t. Create your own compute program (e.g. Logo, Basic, etc).
Frequency Valid %

Total 11084 100.0
Missing 9.00 3215
Total 14299
How often do you...
StuA Q-16a. Write a first draft (e.g. writing in word rather than on paper first).
Frequency Valid %

Never 1118 10.1
1 - 3 times a year 530 4.8
Once a term 650 5.8
1 - 3 times a month 1762 15.9
1 - 3 times a week 2092 18.8
Total 11112 100.0
Missing 99.00 3187
Total 14299

StuA Q-16b. Edit your written work (i.e. analysing writing, spell checking, etc.).
Frequency Valid %

Never 927 8.4
1 - 3 times a year 419 3.8
Once a term 551 5.0
1 - 3 times a month 1555 14.0
1 - 3 times a week 2275 20.6
Total 11069 100.0
Missing 99.00 3230
Total 14299
StuA Q-16c. Take notes (e.g. recording notes in class).

Frequency Valid %

Never 2179 19.8
1 - 3 times a year 354 3.2
Once a term 397 3.6
1 - 3 times a week 1762 16.0
Total 11013 100.0
Missing 99.00 3286
Total 14299

StuA Q-16d. Write, send and receive emails.
Frequency Valid %

Never 1288 11.7
1 - 3 times a year 529 4.8
Once a term 475 4.3
1 - 3 times a month 1041 9.4
1 - 3 times a week 1834 16.6
Total 11016 100.0
Missing 99.00 3283
Total 14299
StuA Q-16e. Social network (e.g. Facebook, MySpace, etc.).

Frequency Valid %

Never 3787 34.3
1 - 3 times a year 183 1.7
Once a term 147 1.3
Once a week 648 5.9
1 - 3 times a week 1066 9.6
Total 11048 100.0
Missing 99.00 3251
Total 14299

StuA Q-16f. Post comments to a website online (e.g. respond to blogs, news articles, etc).
Frequency Valid %

Never 3826 34.7
1 - 3 times a year 347 3.1
Once a term 272 2.5
Once a week 863 7.8
1 - 3 times a week 1171 10.6
Total 11036 100.0
Missing 99.00 3263
Total 14299
StuA Q-16g. Update or maintain a blog.

Frequency Valid %

Never 4608 41.8
1 - 3 times a year 338 3.1
Once a term 306 2.8
Once a week 892 8.1
1 - 3 times a week 1098 10.0
Once a day 1030 9.4
Total 11011 100.0
Missing 99.00 3288
Total 14299

StuA Q-16h. Organise your work (e.g. create file folders, task lists, keep a calendar, etc).
Frequency Valid %

Never 1175 10.7
1 - 3 times a year 446 4.1
Once a term 490 4.5
1 - 3 times a month 1178 10.7
1 - 3 times a week 1981 18.0
Total 11001 100.0
Missing 99.00 3298
Total 14299
StuA Q-16i. Research information on people, things, or ideas (e.g. Google, Wikipedia, etc).
Frequency Valid %

Never 524 4.8
1 - 3 times a year 271 2.5
Once a term 407 3.7
1 - 3 times a month 1334 12.1
1 - 3 times a week 2359 21.4
Total 11008 100.0
Missing 99.00 3291
Total 14299

StuA Q-16k. Create multi-media presentations (e.g. using sound, pictures, video, etc.).
Frequency Valid %

Never 1923 17.6
1 - 3 times a year 896 8.2
Once a term 867 7.9
1 - 3 times a month 1363 12.5
1 - 3 times a week 1370 12.5
Once a day 969 8.9
Total 10939 100.0
Missing 99.00 3360
Total 14299
StuA Q-16l. Make a podcast.

Frequency Valid %

Never 4609 42.2
1 - 3 times a year 488 4.5
Once a term 393 3.6
Once a week 774 7.1
1 - 3 times a week 862 7.9
Once a day 761 7.0
Total 10918 100.0
Missing 99.00 3381
Total 14299

StuA Q-16m. Download images (e.g. from the internet).
Frequency Valid %

Never 1198 11.0
1 - 3 times a year 400 3.7
Once a term 479 4.4
1 - 3 times a month 1133 10.4
1 - 3 times a week 1977 18.1
Total 10900 100.0
Missing 99.00 3399
Total 14299
StuA Q-16n. Download pictures (e.g. from a digital camera, mobile phone, etc).
Frequency Valid %

Never 2367 21.6
1 - 3 times a year 436 4.0
Once a term 404 3.7
1 - 3 times a week 1628 14.9
Total 10955 100.0
Missing 99.00 3344
Total 14299

StuA Q-16o. Create your own webpage.
Frequency Valid %

Never 4817 44.1
1 - 3 times a year 879 8.0
Once a term 489 4.5
Once a week 733 6.7
1 - 3 times a week 811 7.4
Once a day 703 6.4
Total 10927 100.0
Missing 99.00 3372
Total 14299
StuA Q-16p. Create a movie (e.g. iMovie or MovieMaker).

Frequency Valid %

Never 3905 35.8
1 - 3 times a year 1057 9.7
Once a term 679 6.2
Once a week 822 7.5
1 - 3 times a week 928 8.5
Once a day 742 6.8
Total 10921 100.0
Missing 99.00 3378
Total 14299

StuA Q-16q. Enter data into a database or spreadsheet (e.g. putting numbers into Microsoft
Excel, etc.).
Frequency Valid %

Never 2270 20.7
1 - 3 times a year 1056 9.6
Once a term 891 8.1
1 - 3 times a month 1173 10.7
1 - 3 times a week 1256 11.5
Once a day 925 8.4
Total 10962 100.0
Missing 99.00 3337
Total 14299
StuA Q-16r. Use a spreadsheet to plot a graph (e.g. create a line graph in Microsoft Excel).
Frequency Valid %

Never 2406 21.9
1 - 3 times a year 1062 9.7
Once a term 850 7.7
1 - 3 times a month 1225 11.2
1 - 3 times a week 1179 10.7
Once a day 861 7.8
Total 10976 100.0
Missing 99.00 3323
Total 14299

StuA Q-16s. Create a database or spreadsheet (e.g. Excel, Access, etc.).
Frequency Valid %

Never 2555 23.4
1 - 3 times a year 1012 9.2
Once a term 840 7.7
1 - 3 times a month 1176 10.7
1 - 3 times a week 1189 10.9
Once a day 845 7.7
Total 10942 100.0
Missing 99.00 3357
Total 14299
StuA Q-16t. Create your own compute program (e.g. Logo, Basic, etc).
Frequency Valid %

Never 4680 42.9
1 - 3 times a year 721 6.6
Once a term 467 4.3
Once a week 710 6.5
1 - 3 times a week 861 7.9
Once a day 678 6.2
Total 10907 100.0
Missing 99.00 3392
Total 14299
Summary
Overall, students showed very positive engagement with technology and they felt it was
important for them to work with computers (StuA Q-14a, 85.8%, Agreed or Strongly agreed).
Further, 82.7% of students Agreed or Strongly agreed that working with computers was fun
(StuA Q-14b). Students generally showed higher use and more knowledge of using technology
for basic communication and research (e.g. I can do this very well by myself : StuA Q-15d Write,
send and receive emails, 88.9%; and StuA Q-15i Research information on people, things, or
ideas, 89.5%), rather than creation activities (e.g. I can do this very well by myself: StuA Q-15o
Create your own webpage, 33.2%; and StuA Q-15p Create a movie, 46.1%). Results show that
students were likely to have performed tasks relating to basic communication and research (e.g.
Never: StuA Q-16d, Write, send and receive emails, 11.1%; and StuA Q-16i, Research
information on people, things, or ideas, 4.8%) than content creation (e.g. Never: StuA Q-16o,
Create your own webpage, 44.1%; and StuA Q-16p. Create a movie, 35.8%). Future evaluation
will be able to demonstrate whether or not students are engaging in content creation tasks
more often and with the use of DER-NSW laptops.
Teachers’ computer use (TrA #11-13)
On average, how frequently do you use a computer to perform the following:
TrA Q-11a. Research and develop lesson plans and curriculum design.
Frequency Valid %
Valid Never 84 2.0

1-3 times a year 70 1.6
Once a term 58 1.4
Once a month 97 2.3
1-3 times a month 217 5.1
Once a week 367 8.6
1-3 times a week 1023 23.9
Once a day 863 20.1
Total 4286 100.0
Missing 99.00 318
Total 4604
TrA Q-11b. Develop instructional materials (e.g. using Word to create handouts, assessments,
etc.).
Frequency Valid %
Valid Never 50 1.2

Once a term 39 .9
Once a month 76 1.8
Once a week 325 7.6
1-3 times a week 1092 25.6
Once a day 870 20.4
Total 4266 100.0
Missing 99.00 338
Total 4604

TrA Q-11c. Use PowerPoint in classroom instruction (e.g. present a new concept to students).
Frequency Valid %
Valid Never 684 16.1

Once a term 320 7.5
Once a day 266 6.3
Total 4252 100.0
Missing 99.00 352
Total 4604
TrA Q-11d. Create and/or maintain website(s) as part of one or more of your classes.
Frequency Valid %

Once a term 205 4.8
Once a week 309 7.3
Once a day 201 4.7
Total 4258 100.0
Missing 99.00 346
Total 4604

TrA Q-11e. Communicate with peers and/or students (e.g. email, forums, etc.).
Frequency Valid %

Once a term 287 6.7
Once a day 258 6.0
Total 4270 100.0
Missing 99.00 334
Total 4604
TrA Q-11f. Participate in online discussion forums and interact with other educators.
Frequency Valid %

Once a term 308 7.2
Once a week 266 6.3
Once a day 162 3.8
Total 4249 100.0
Missing 99.00 355
Total 4604

TrA Q-11g. Share your teaching resources online for other educators to access and use.
Frequency Valid %

Once a term 265 6.2
Once a week 265 6.2
Once a day 169 4.0
Total 4256 100.0
Missing 99.00 348
Total 4604
TrA Q-11h. Engage in self-assessment (e.g. reflect on teaching practice, etc.).

Frequency Valid %

Once a term 373 8.8
Once a day 374 8.8
Total 4238 100.0
Missing 99.00 366
Total 4604

TrA Q-11i. Post examples of your students’ work online to share.
Frequency Valid %

Once a term 195 4.6
Once a week 149 3.5
Once a day 72 1.7
Total 4238 100.0
Missing 99.00 366
Total 4604
TrA Q-11j. Use online simulation site use equipment that you do not otherwise have access to.
Frequency Valid %

Once a term 287 6.7
Once a week 217 5.1
Once a day 101 2.4
Total 4265 100.0
Missing 99.00 339
Total 4604
To what extend do you agree with the following statements?
TrA Q-13a. It is important to me to work with a computer.

Frequency Valid %

Disagree 149 3.5
Agree 1241 28.8
Total 4304 100.0
Missing 9.00 300
Total 4604

TrA Q-13b. It is important for students to work with computers.
Frequency Valid %

Disagree 194 4.5
Agree 1902 44.2
Total 4301 100.0
Missing 9.00 303
Total 4604
TrA Q-13c. I think working and teaching with a computer is fun.

Frequency Valid %

Disagree 638 14.9
Agree 2100 49.0
Total 4289 100.0
Missing 9.00 315
Total 4604
TrA Q-13d. I think working with a computer should be a fun part of student learning.
Frequency Valid %

Disagree 356 8.3
Agree 2228 52.0
Total 4288 100.0
Missing 9.00 316
Total 4604
TrA Q-13e. I use a computer because I am interested in computer technology.

Frequency Valid %

Disagree 1248 29.1
Agree 1571 36.6
Total 4293 100.0
Missing 9.00 311
Total 4604

TrA Q-13f. Time goes by quickly when I am working with the computer.
Frequency Valid %

Disagree 769 18.0
Agree 1955 45.7
Total 4275 100.0
Missing 9.00 329
Total 4604
Summary
Teacher’s responses indicate frequent use of technology to develop instructional materials (e.g.
“Once at day” and “Many times a day”: TrA Q-11a, 55.3%; TrA Q-11b, 58.4%). They are much
less likely to use PowerPoint presentations daily or many times a day (TrA Q-11c, 15%) or
create and maintain a website (TrA Q-11d, 11.4%). Results also show that 25% of teachers have
never communicated with peers or students using email or forums, and only 15.6% of teachers
do this daily or many times a day (TrA Q-11e). The majority of teachers felt technology was
important for their work (TrA Q-13a , 95.6% Agree or Strongly Agreed) and that it was
important for students to work with computers (TrA Q-13b, 94.5% Agreed or Strongly Agreed);
slightly less indicated actually being interested in computers (TrA Q-13e , 64.5% Agreed or
Strongly Agreed). It is of interest that 30% of teachers indicated that they felt using computers
in their work was important even though they did not have a personal interest in using
computers. This trend suggests implications relating to teachers’ conceptions of work having a
stronger influence on their practice than personal interest. This will be further explored in the
case studies.
3.5 Learning & teaching with ICT

The following section presents student and teachers’ responses about technology use in
teaching and learning. In regard to teaching, students were asked to indicate how they felt they
learned best (e.g. when the teacher talks, in groups, etc.) Students were also asked to indicate
how important they felt it was to use technology in the different subject areas, and how often
they are asked to engage in learning which included quality teaching strategies. Teachers were
asked to indicate what portion of their weekly teaching included quality teaching methods. How
often they asked students to engage in technology integrated tasks. Finally, teachers were asked
to indicate their agreement regarding the impact of laptop use on students’ creativity, writing,
organization, etc.

Students’ computer use (StuA #17 and 19)
I get a lot out of working with computers, because ...
StuA Q-17a. I like to use computers.

Frequency Valid %

Disagree 419 3.8
Agree 4209 38.0
Total 11083 100.0
Missing 9.00 3216
Total 14299
StuA Q-17b. I know a lot about computers.

Frequency Valid %

Disagree 1840 16.6
Agree 5504 49.8
Total 11060 100.0
Missing 9.00 3239
Total 14299
StuA Q-17c. My teachers like to use computers.

Frequency Valid %

Disagree 2293 20.8
Agree 6059 55.0
Total 11020 100.0
Missing 9.00 3279
Total 14299

StuA Q-17d. My teachers know a lot about computers.
Frequency Valid %

Disagree 2768 25.2
Agree 5077 46.3
Total 10972 100.0
Missing 9.00 3327
Total 14299
How important do you think it is to use computers and other technology tools in…
StuB Q-16a. English

Frequency Valid %
Valid Not at all 344 3.2

Not very important 1897 17.4
Important 5769 53.0
Very important 2876 26.4
Total 10886 100.0
Missing 9.00 2627
Total 13513
StuB Q-16b. Mathematics

Frequency Valid %

Important 4576 42.1
Total 10869 100.0
Missing 9.00 2644
Total 13513
StuB Q-16c. Science

Frequency Valid %

Important 6038 55.5
Total 10870 100.0
Missing 9.00 2643

Total 13513
StuB Q-16d. History

Frequency Valid %

Important 6215 57.1
Total 10884 100.0
Missing 9.00 2629
Total 13513
StuB Q-16e. Geography

Frequency Valid %

Important 6244 57.4
Total 10873 100.0
Missing 9.00 2640
Total 13513
StuB Q-16f. Languages

Frequency Valid %

Important 5284 48.8
Total 10828 100.0
Missing 9.00 2685
Total 13513
StuB Q-16g. PD/H/PE

Frequency Valid %

Important 4012 37.2
Total 10793 100.0
Missing 9.00 2720
Total 13513

StuB Q-16h. Music
Frequency Valid %

Important 3660 34.2
Total 10712 100.0
Missing 9.00 2801
Total 13513
Students’ your learning (StuB #8)
I learn more when…
StuB Q-8a. The teacher talks to the class (e.g. history lecture, explaining Maths on the board,
etc.).
Frequency Valid %

Disagree 1354 10.8
Agree 7612 60.8
Total 12513 100.0
Missing 9.00 1000
Total 13513
StuB Q-8b. I work in groups with other students (e.g. on a problem set, on a project, etc.).
Frequency Valid %

Disagree 1875 15.1
Agree 7612 61.2
Total 12446 100.0
Missing 9.00 1067
Total 13513

StuB Q-8c. I am able to explore ideas on my own (e.g. independent research, doing homework,
etc.).
Frequency Valid %

Disagree 1503 12.1
Agree 7504 60.4
Total 12425 100.0
Missing 9.00 1088
Total 13513
How often are you asked to do the following activities in school using a computer?
StuB Q-17a. Gather information from different places to solve a problem.

Frequency Valid %

Never 256 2.4
1 - 3 times a year 253 2.4
Once a term 480 4.5
1 - 3 times a month 1586 14.8
1 - 3 times a week 2452 22.8
Total 10737 100.0
Missing 99.00 2776
Total 13513

StuB Q-17b. Gather data or information about a real-life problem.
Frequency Valid %

Never 460 4.3
1 - 3 times a year 393 3.7
Once a term 751 7.0
1 - 3 times a month 1831 17.1
1 - 3 times a week 1943 18.2
Total 10698 100.0
Missing 99.00 2815
Total 13513
StuB Q-17c. Evaluate the quality of information found on websites.

Frequency Valid %

Never 845 7.9
1 - 3 times a year 501 4.7
Once a term 738 6.9
1 - 3 times a month 1524 14.3
1 - 3 times a week 1878 17.6
Total 10678 100.0
Missing 99.00 2835
Total 13513

StuB Q-17d. Analyse data or graphs.
Frequency Valid %

Never 725 6.8
1 - 3 times a year 555 5.2
Once a term 847 8.0
1 - 3 times a month 1661 15.6
1 - 3 times a week 1760 16.5
Total 10647 100.0
Missing 99.00 2866
Total 13513
StuB Q-17e. Represent information visually.

Frequency Valid %

Never 407 3.8
1 - 3 times a year 471 4.4
Once a term 713 6.7
1 - 3 times a month 1869 17.6
1 - 3 times a week 1919 18.0
Total 10634 100.0
Missing 99.00 2879
Total 13513

StuB Q-17f. Create a product that incorporates pictures or graphics found on the web.
Frequency Valid %

Never 374 3.5
1 - 3 times a year 453 4.3
Once a term 794 7.4
1 - 3 times a month 1952 18.3
1 - 3 times a week 1861 17.5
Total 10658 100.0
Missing 99.00 2855
Total 13513
StuB Q-17g. Use different technology tools to complete a task.

Frequency Valid %

Never 709 6.7
1 - 3 times a year 606 5.7
Once a term 817 7.7
1 - 3 times a month 1593 15.0
1 - 3 times a week 1880 17.7
Total 10633 100.0
Missing 99.00 2880
Total 13513

StuB Q-17h. Work on a task with one or more classmates.
Frequency Valid %

Never 318 3.0
1 - 3 times a year 365 3.4
Once a term 640 6.0
1 - 3 times a month 1757 16.5
1 - 3 times a week 2148 20.2
Total 10627 100.0
Missing 99.00 2886
Total 13513
StuB Q-17i. Explain your thinking to a teacher or classmates.

Frequency Valid %

Never 720 6.8
1 - 3 times a year 453 4.3
Once a term 636 6.0
1 - 3 times a month 1397 13.2
1 - 3 times a week 1897 17.9
Total 10591 100.0
Missing 99.00 2922
Total 13513

How much do you agree with the following sentences about learning at school?
StuB Q-18a. I am encouraged to think about things in my own way.

Frequency Valid %

Disagree 1129 10.6
Agree 6726 63.3
Total 10620 100.0
Missing 9.00 2893
Total 13513
StuB Q-18b. I am able to contribute when working with other students in a group.
Frequency Valid %

Disagree 576 5.4
Agree 7075 66.8
Total 10598 100.0
Missing 9.00 2915
Total 13513
StuB Q-18c. The things I learn in school will prepare me for life as an adult.
Frequency Valid %

Disagree 700 6.6
Agree 5981 56.6
Total 10561 100.0
Missing 9.00 2952
Total 13513
StuB Q-19a. My work is more creative when I use a computer.

Frequency Valid %

Disagree 1759 16.4
Agree 5561 51.7
Total 10758 100.0
Missing 9.00 2755
Total 13513

StuB Q-19b. Using a computer helps me to be more organized.
Frequency Valid %

Disagree 825 7.7
Agree 5860 54.5
Total 10752 100.0
Missing 9.00 2761
Total 13513
StuB Q-19c. My writing improves when I use a computer.

Frequency Valid %

Disagree 2164 20.2
Agree 4904 45.7
Total 10728 100.0
Missing 9.00 2785
Total 13513
StuB Q-19d. I feel that I understand what we are doing in class better when I use a computer.
Frequency Valid %

Disagree 1953 18.2
Agree 5667 52.9
Total 10712 100.0
Missing 9.00 2801
Total 13513
StuB Q-19e. Using computers in school makes learning more fun.

Frequency Valid %

Disagree 662 6.2
Agree 5314 49.8
Total 10665 100.0
Missing 9.00 2848
Total 13513

Summary
In regard to working with computers, student responses indicated that 65% “Agreed” or
“Strongly greed” that they liked working with computers (StuA Q-17a), while 81.2% felt they
knew a lot about computers (StuA Q-17b). Students generally indicated positive beliefs about
their teachers’ computer use (Agreed or Strongly Agreed StuA Q-17c 64.8% and StuB Q-17d
64.9%). In regard to using a computer in learning, students Agreed or Strongly Agreed they
were more creative when using computers (StuB Q-19a, 80.1%), they were more organized
(StuB Q-19b, 89.9%), and their writing improved when using a computer (StuB Q-19c, 73%).
StuB results show that 37.6% of students believe it is “Not very” or “Not at all” important to use
technology in Mathematics; only PD/H/PE and Music were lower. Overall results from StuB
show, 90.9% of students felt school was more fun when using a computer (StuB Q-19e).
In regard to quality teaching, students’ responses indicated that they were often engaging in
activities that would illicit deeper thinking and higher cognitive thought (quality teaching
strategies; StuB Q-17). Most students completing StuB Agreed or Strongly Agreed that they were
“encouraged to think about things in my own way” (StuB Q-18a, 85.7%).
Teachers’ learning and teaching (TrA #14-18, and 20)
In the course of a week, in what proportion of your lessons do you do the following?
TrA Q-14a. Provide a variety of ways for students to demonstrate their understandings.
Frequency Valid %
Valid Not applicable 139 3.7

Never 13 .3
Less than half 513 13.5
Half or more 1766 46.5
Every lesson 1365 36.0
Total 3796 100.0
Missing 99.00 808
Total 4604
TrA Q-14b. Use a range of higher order questioning techniques.

Frequency Valid %

Never 19 .5
Total 3786 100.0
Missing 99.00 818
Total 4604

TrA Q-14c. Provide activities that engage your students.
Frequency Valid %

Never 2 .1
Total 3775 100.0
Missing 99.00 829
Total 4604
TrA Q-14d. Encourage students to question and analyse knowledge/information.

Frequency Valid %

Never 9 .2
Total 3778 100.0
Missing 99.00 826
Total 4604
TrA Q-14e. Provide students with stimulating and challenging learning resources.
Frequency Valid %

Never 6 .2
Total 3778 100.0
Missing 99.00 826
Total 4604

TrA Q-14f. Allow the majority of your students to demonstrate their ability to make
relationships between central concepts/ideas.
Frequency Valid %

Never 18 .5
Total 3768 100.0
Missing 99.00 836
Total 4604
TrA Q-14g. Deliver lessons that you have designed providing a range of approaches that
encourage your teaching or student learning.
Frequency Valid %

Never 17 .5
Total 3772 100.0
Missing 99.00 832
Total 4604
TrA Q-14h. Deliver lessons that you have found (e.g. online, another teacher, etc.) providing a
range of approaches that enhance your teaching or student learning.
Frequency Valid %

Never 275 7.3
Total 3769 100.0
Missing 99.00 835
Total 4604

TrA Q-14i. Provide opportunity for sustained communication (oral, written or artistic) about
concepts and ideas.
Frequency Valid %

Never 80 2.1
Total 3771 100.0
Missing 99.00 833
Total 4604
TrA Q-14j. Use student-centred lessons.

Frequency Valid %

Never 81 2.1
Total 3771 100.0
Missing 99.00 833
Total 4604
TrA Q-14k. Encourage students to take risks with their learning.

Frequency Valid %

Never 76 2.0
Total 3770 100.0
Missing 99.00 834
Total 4604

TrA Q-15a. I can individualise my curriculum to fit student needs better when using a computer.
Frequency Valid %

Disagree 1081 28.9
Agree 1829 48.9
Total 3740 100.0
Missing 9.00 864
Total 4604
TrA Q-15b. It is easier to access diverse teaching materials and resources when using a
computer.
Frequency Valid %

Disagree 258 6.9
Agree 1849 49.4
Total 3745 100.0
Missing 9.00 859
Total 4604
TrA Q-15c. I can present topics in greater depth when using a computer in the classroom.
Frequency Valid %

Disagree 890 23.8
Agree 1732 46.4
Total 3734 100.0
Missing 9.00 870
Total 4604
TrA Q-15d. I can create instructional materials that assist in meeting course outcomes at a
higher standard when using a computers.
Frequency Valid %

Disagree 651 17.5
Agree 1807 48.5
Total 3727 100.0
Missing 99.00 877
Total 4604

TrA Q-15e. Computers make it easier for me to provide students with stimulating and
challenging learning resources.
Frequency Valid %

Disagree 561 15.0
Agree 1842 49.3
Total 3734 100.0
Missing 9.00 870
Total 4604
TrA Q-15f. When designing lessons I consider whether the computers would enhance my
teaching or student learning.
Frequency Valid %

Disagree 561 15.0
Agree 1842 49.3
Total 3734 100.0
Missing 9.00 870
Total 4604
TrA Q-15g. My lessons are more student-centred when I plan to use computers in my teaching.
Frequency Valid %

Disagree 1020 27.5
Agree 1779 47.9
Total 3713 100.0
Missing 9.00 891
Total 4604
TrA Q-15h. I feel that my teaching has become student-centred as a result of using a computer.
Frequency Valid %

Disagree 1605 43.4
Agree 1332 36.0
Total 3701 100.0
Missing 9.00 903
Total 4604

How often do you require students to perform the following tasks using a computer?
TrA Q-16a. Write a first draft (e.g. writing in Word rather than on paper first).
Frequency Valid %

1 - 3 times a year 189 5.2
Once a term 254 7.0
1 - 3 times a month 463 12.7
1 - 3 times a week 617 16.9
Once a day 281 7.7
Total 3646 100.0
Missing 99.00 958
Total 4604
TrA Q-16b. Edit their written work (e.g. revising writing, spell checking, etc.).
Frequency Valid %

1 - 3 times a year 167 4.6
Once a term 214 5.9
1 - 3 times a month 462 12.7
1 - 3 times a week 688 19.0
Once a day 325 9.0
Total 3630 100.0
Missing 99.00 974
Total 4604

TrA Q-16c. Take notes (e.g. recording notes in class).
Frequency Valid %

1 - 3 times a year 102 2.8
Once a term 100 2.8
1 - 3 times a week 714 19.7
Once a day 486 13.4
Total 3629 100.0
Missing 99.00 975
Total 4604
TrA Q-16d. Write, send and receive emails.

Frequency Valid %

1 - 3 times a year 196 5.4
Once a term 236 6.5
1 - 3 times a month 462 12.8
1 - 3 times a week 530 14.6
Once a day 268 7.4
Total 3622 100.0
Missing 99.00 982
Total 4604

TrA Q-16e. Organise their work (e.g. create file folders, task lists, keep a calendar, etc.).
Frequency Valid %

1 - 3 times a year 137 3.8
Once a term 179 5.0
1 - 3 times a month 379 10.5
1 - 3 times a week 610 16.9
Once a day 421 11.6
Total 3614 100.0
Missing 99.00 990
Total 4604
TrA Q-16f. Research information on people, things, or ideas (e.g. Google, Wikipedia, etc.).
Frequency Valid %
Valid Never 240 6.6

1 - 3 times a year 116 3.2
Once a term 149 4.1
1 - 3 times a month 505 13.9
1 - 3 times a week 870 23.9
Once a day 471 12.9
Total 3642 100.0
Missing 99.00 962
Total 4604

TrA Q-16g. Create simple PowerPoint presentations.
Frequency Valid %

1 - 3 times a year 441 12.1
Once a term 580 15.9
1 - 3 times a month 736 20.2
Once a week 322 8.8
1 - 3 times a week 299 8.2
Once a day 100 2.7
Total 3641 100.0
Missing 99.00 963
Total 4604
TrA Q-16h. Enter data into a database or spreadsheet (e.g. putting numbers into Microsoft Excel,
Google Docs, etc.).
Frequency Valid %

1 - 3 times a year 444 12.2
1 - 3 times a month 549 15.1
Once a week 277 7.6
1 - 3 times a week 249 6.8
Once a day 107 2.9
Total 3636 100.0
Missing 99.00 968
Total 4604

TrA Q-16i. Use a spreadsheet to create a table or graph (e.g. create a line graph in Microsoft
Excel).
Frequency Valid %

1 - 3 times a year 486 13.4
1 - 3 times a month 527 14.5
Once a week 278 7.6
1 - 3 times a week 211 5.8
Once a day 76 2.1
Total 3638 100.0
Missing 99.00 966
Total 4604
TrA Q-16j. Create a database or spreadsheet (e.g. Excel, Access, etc.).

Frequency Valid %

1 - 3 times a year 522 14.5
1 - 3 times a month 477 13.3
Once a week 242 6.7
1 - 3 times a week 206 5.7
Once a day 63 1.8
Total 3599 100.0
Missing 99.00 1005
Total 4604

TrA Q-16k. Gather information from different places to solve a problem (e.g. different websites
or databases).
Frequency Valid %

1 - 3 times a year 273 7.6
Once a term 301 8.3
1 - 3 times a month 572 15.8
1 - 3 times a week 641 17.8
Once a day 342 9.5
Total 3611 100.0
Missing 99.00 993
Total 4604
TrA Q-16l. Gather data or information about a real-life problem (e.g. climate change).
Frequency Valid %

1 - 3 times a year 325 9.0
Once a term 357 9.8
1 - 3 times a month 583 16.1
1 - 3 times a week 523 14.4
Once a day 259 7.1
Total 3628 100.0
Missing 99.00 976
Total 4604

TrA Q-16m. Evaluate the quality of information found on websites (e.g. is the information
current, reliable, etc.).
Frequency Valid %

1 - 3 times a year 350 9.7
1 - 3 times a month 508 14.0
1 - 3 times a week 493 13.6
Once a day 259 7.2
Total 3620 100.0
Missing 99.00 984
Total 4604
TrA Q-16n. Analyse data or graphs (e.g. bar charts or line graphs).
Frequency Valid %

1 - 3 times a year 433 12.0
1 - 3 times a month 572 15.8
1 - 3 times a week 332 9.2
Once a day 144 4.0
Total 3617 100.0
Missing 99.00 987
Total 4604

TrA Q-16o. Represent information visually (e.g. in a graph, as a picture, etc.).
Frequency Valid %

1 - 3 times a year 296 8.3
1 - 3 times a month 610 17.0
1 - 3 times a week 528 14.8
Once a day 300 8.4
Total 3579 100.0
Missing 99.00 1025
Total 4604
TrA Q-16p. Create a product that incorporates pictures or graphics found on the web (e.g. a
presentation).
Frequency Valid %

1 - 3 times a year 285 7.9
1 - 3 times a month 580 16.1
1 - 3 times a week 499 13.9
Once a day 320 8.9
Total 3597 100.0
Missing 99.00 1007
Total 4604

TrA Q-16q. Use different technology tools to complete a task (e.g. digital cameras, scanners,
microscopes, etc.).
Frequency Valid %

1 - 3 times a year 426 11.8
1 - 3 times a month 491 13.6
1 - 3 times a week 366 10.1
Once a day 206 5.7
Total 3610 100.0
Missing 99.00 994
Total 4604
TrA Q-16r. Work on tasks with one or more colleagues to solve a problem (e.g. working in a
group or pair.).
Frequency Valid %

1 - 3 times a year 280 7.8
Once a term 308 8.5
1 - 3 times a month 500 13.9
1 - 3 times a week 627 17.4
Once a day 408 11.3
Total 3607 100.0
Missing 99.00 997
Total 4604

TrA Q-16s. Explain their thinking to a colleague (e.g. describe how they solved a problem).
Frequency Valid %

1 - 3 times a year 263 7.3
Once a term 320 8.9
1 - 3 times a month 457 12.7
1 - 3 times a week 572 15.9
Once a day 366 10.2
Total 3605 100.0
Missing 99.00 999
Total 4604
TrA Q-16t. Engage in self-assessment tasks (e.g. have students post responses to discussion
questions in a forum, online quizzes, etc.).
Frequency Valid %

1 - 3 times a year 378 10.5
Once a term 358 9.9
1 - 3 times a month 371 10.3
Once a week 355 9.8
1 - 3 times a week 362 10.0
Once a day 200 5.5
Total 3616 100.0
Missing 99.00 988
Total 4604

How much do you agree or disagree with the following statements?
TrA Q-18a. I encourage students to think about things in their own way.
Frequency Valid %
Valid Strongly Disagree 9 .2

Disagree 66 1.8
Agree 2022 54.6
Total 3706 100.0
Missing 9.00 898
Total 4604
TrA Q-18b. The things students learn in school will prepare them for life as an adult.
Frequency Valid %
Valid Strongly Disagree 19 .5

Disagree 168 4.5
Agree 1820 49.1
Total 3705 100.0
Missing 9.00 899
Total 4604
TrA Q-18c. Students' work is more creative when they use computers.
Frequency Valid %

Disagree 1550 42.0
Agree 1492 40.4
Total 3693 100.0
Missing 9.00 911
Total 4604
TrA Q-18d. Using a computer helps students to be more organised.

Frequency Valid %

Disagree 1326 36.0
Agree 1676 45.4
Total 3688 100.0
Missing 9.00 916
Total 4604

TrA Q-18e. Students' writing seems to improve when they use computers.
Frequency Valid %

Disagree 1684 45.9
Agree 1140 31.1
Total 3667 100.0
Missing 9.00 937
Total 4604
TrA Q-18f. I feel students understand what they are doing in class better when they use
computers.
Frequency Valid %

Disagree 1844 50.3
Agree 1248 34.0
Total 3666 100.0
Missing 9.00 938
Total 4604
TrA Q-18g. The more we use computers in class, the more it seems students enjoy school.
Frequency Valid %

Disagree 1302 35.6
Agree 1711 46.8
Total 3655 100.0
Missing 9.00 949
Total 4604
Summary
Teachers were generally positive about using computers in the classroom. Most teachers
Agreed or Strongly Agreed that computers made it easier to individualise curriculum (TrA Q-
15a, 91.9%), that they were able to diversify their curriculum in every lesson or at least half
over the course of a week (TrA Q-14g, 82.6%), and that they could present topics in greater
depth (TrA Q-15c, 73.3%). While 69.5% of teachers felt their lesson planning had become more
student-centred when they plan to use computers in their teaching (TrA Q-15g), only 48.2% of
teachers reported feeling their teaching had become more student-centred as a result of using
computers (TrA Q-15h).

Teacher responses show that 98% feel they encourage students to think in their own way (TrA
Q-18a). Teachers were not as positive about students’ work when using computers. Only
slightly more than half of the teachers Agreed or Strongly Agreed that students’ work was more
creative when using computers (TrA Q-18c, 52%) and that students were more organized (TrA
Q-18d, 58.1%). Most teachers Disagreed or Strongly Disagreed that students’ writing improved
when using computers (TrA Q-18e, 38.8%). Differences between the two groups on these items
will be explored at length in the case studies.
3.6 Bases of achievement in subjects

Findings from this section give an idea of what students and teachers think about how natural
talent, learning knowledge and skills and gaining experience contribute to achievement in
certain subjects and how this is supported with technology.
Students’ conception of technology and bases of achievement in the subject (StuA #13 &
StuB #16)
How important do you think the follow are:
StuA Q-13a. having natural talent at using technology

Frequency Valid %

Important 5930 52.7
Total 11259 100.0
Missing 9.00 3040
Total 14299
StuA Q-13b. learning knowledge or skills about technology

Frequency Valid %

Important 6675 59.6
Total 11204 100.0
Missing 9.00 3095
Total 14299

StuA Q-13c. getting experience or a 'feel' for using technology
Frequency Valid %

Important 6457 58.0
Total 11128 100.0
Missing 9.00 3171
Total 14299
Students’ your subjects (StuB #9-19)
How important are the following things for being good at Maths?
StuB Q-9a. Having natural talent at Math

Frequency Valid %

Important 5328 48.7
Total 10933 100.0
Missing 9.00 2580
Total 13513
StuB Q-9b. Learning knowledge and skills at Math

Frequency Valid %

Important 6246 57.2
Total 10914 100.0
Missing 9.00 2599
Total 13513

StuB Q-9c. Getting experience or a 'feel' for Maths
Frequency Valid %

Important 6457 59.5
Total 10856 100.0
Missing 9.00 2657
Total 13513
How important are the following things for being good at English?
StuB Q-10a. Having natural talent at English

Frequency Valid %

Important 5470 50.8
Total 10770 100.0
Missing 9.00 2743
Total 13513
StuB Q-10b. Learning knowledge and skills at English

Frequency Valid %

Important 6268 58.3
Total 10753 100.0
Missing 9.00 2760
Total 13513
StuB Q-10c. Getting experience or a 'feel' for English

Frequency Valid %

Important 6374 59.7
Total 10679 100.0
Missing 9.00 2834

Total 13513
How important are the following things for being good at Science?
StuB Q-11a. Having natural talent at Science

Frequency Valid %

Important 4885 45.7
Total 10680 100.0
Missing 9.00 2833
Total 13513
StuB Q-11b. Learning knowledge and skills at Science

Frequency Valid %

Important 6164 57.8
Total 10663 100.0
Missing 9.00 2850
Total 13513
StuB Q-11c. Getting experience or a 'feel' for Science

Frequency Valid %

Important 6084 57.3
Total 10613 100.0
Missing 9.00 2900
Total 13513

How important are the following things for being good at History?
StuB Q-12a. Having natural talent at History

Frequency Valid %

Important 4494 42.0
Total 10691 100.0
Missing 9.00 2822
Total 13513
StuB Q-12b. Learning knowledge and skills at History

Frequency Valid %

Important 6223 58.3
Total 10672 100.0
Missing 9.00 2841
Total 13513
StuB Q-12c. Getting experience or a 'feel' for History

Frequency Valid %

Important 6036 56.8
Total 10623 100.0
Missing 9.00 2890
Total 13513

How important are the following things for being good at Geography?
StuB Q-13a. Having natural talent at Geography

Frequency Valid %

Important 4818 44.9
Total 10722 100.0
Missing 9.00 2791
Total 13513
StuB Q-13b. Learning knowledge and skills at Geography

Frequency Valid %

Important 6446 60.2
Total 10705 100.0
Missing 9.00 2808
Total 13513
StuB Q-13c. Getting experience or a 'feel' for Geography

Frequency Valid %

Important 6163 57.9
Total 10642 100.0
Missing 9.00 2871
Total 13513

How important are the following things for being good at Music?
StuB Q-14a. Having natural talent at Music

Frequency Valid %

Important 3927 36.5
Total 10764 100.0
Missing 9.00 2749
Total 13513
StuB Q-14b. Learning knowledge and skills at Music

Frequency Valid %

Important 4867 45.3
Total 10737 100.0
Missing 9.00 2776
Total 13513
StuB Q-14c. Getting experience or a 'feel' for Music

Frequency Valid %

Important 4684 43.8
Total 10689 100.0
Missing 9.00 2824
Total 13513

How important are the following things for being good at Visual Arts?
StuB Q-15a. Having natural talent at Visual Arts

Frequency Valid %

Important 4161 38.5
Total 10810 100.0
Missing 9.00 2703
Total 13513
StuB Q-15b. Learning knowledge and skills at Visual Arts

Frequency Valid %

Important 5073 47.0
Total 10787 100.0
Missing 9.00 2726
Total 13513
StuB Q-15c. Getting experience or a 'feel' for Visual Arts

Frequency Valid %

Important 4854 45.3
Total 10712 100.0
Missing 9.00 2801
Total 13513

How import are the following things for being good at using Technology:
TrA Q-12a. Having natural talent at using technology.

Frequency Valid %

Important 1617 37.8
Total 4282 100.0
Missing 9.00 322
Total 4604
TrA Q-12b. Learning knowledge or skills about technology.

Frequency Valid %
Valid Not at all 29 .7

Important 1851 43.2
Total 4287 100.0
Missing 9.00 317
Total 4604
TrA Q-12c. Getting experience or a ‘feel’ for using technology.

Frequency Valid %

Important 1337 31.2
Total 4286 100.0
Missing 9.00 318
Total 4604

How important are the following things for someone to do well in your curriculum area?
TrA Q-17a. Having natural talent in your curriculum area

Frequency Valid %

Important 1847 50.1
Total 3690 100.0
Missing 9.00 914
Total 4604
TrA Q-17b. Learning knowledge or skills in your curriculum area

Frequency Valid %

Important 1342 36.4
Total 3690 100.0
Missing 9.00 914
Total 4604
TrA Q-17c. Getting experience or a 'feel' for your curriculum area.

Frequency Valid %

Important 1587 43.1
Total 3685 100.0
Missing 9.00 919
Total 4604
Summary
Students were more likely to say “talent” was Very Important in the Visual Arts and Music than
in History, Geography, Science, or Mathematics (StuB Q-9-17). Teachers were most likely to say
learning “knowledge and skills” was Very Important (61%) for doing well in their curriculum
area, and only 15.1% felt “natural talent” was Very Important to do well in their curriculum area
(TrA Q-17). Teacher responses will be analysed further to determine in which curriculum areas
teachers felt talent or experience were important. In regard to being “good” at using technology
(TrA Q-12), 91.2% of teachers felt gaining experience or a “feel” for technology was Important
or Very Important to be good at using it. Student and teacher responses regarding the bases of
achievement in the subject areas will be examined in parallel with those understood in relation
to technology. This will help develop an understanding of how to match bases of achievement
from the different areas to make technology integration more effective.
3.7 Intentions
StuA #20-21 & StuB #20-21
StuA Q-20. When do you plan to finish high school?

Frequency Valid %
Valid End of year 12 10006 90.1

End of year 11 203 1.8
When I turn 17 460 4.1
Other, please specify 437 3.9
Total 11106 100.0
Missing 9.00 3193
Total 14299
StuA Q-21. What plans do you have for further education after high school?
Frequency Valid %
Valid TAFE or other training provider 1836 16.6

Apprenticeship 1144 10.3
University 7296 65.9
None, start work 792 7.2
Total 11068 100.0
Missing 9.00 3231
Total 14299
StuB Q-20. When do you plan to finish high school?

Frequency Valid %
Valid End of year 12 9463 87.5

End of year 11 260 2.4
When I turn 17 639 5.9
Other, please specify 450 4.2
Total 10812 100.0
Missing 9.00 2701
Total 13513

StuB Q-21. What plans do you have for further education after high school?
Frequency Valid %
Valid TAFE or other training provider 1966 18.3

Apprenticeship 1611 15.0
University 6246 58.0
None, start work 945 8.8
Total 10768 100.0
Missing 9.00 2745
Total 13513
Summary
Results show that most students intend at this stage in their schooling to complete high school
(StuA Q-20, 90.1%; StuB Q-20, 87.5%). A small percent of the students surveyed do not have
plans for continuing education (StuA Q-21, 7.2%; StuB Q-21, 8.8%).

4 Implications for research questions
As the data presented in this report intends to establish a baseline understanding of students
and teachers’ technology use and beliefs at the beginning of the DER-NSW, definitive reporting
on the implications of the research results at this point would be premature. Findings from the
Phase 1 collection have implications for the Phase 2 case studies. These points have been
mentioned in the section summaries above, but they will be outlined below in a final summary
with recommendations for moving forward with the evaluation. The following sections identify
implications within the three research questions.
4.1 How does the DER-NSW program influence teacher pedagogy?
ICT use and knowledge

DER-NSW goals identify that “teachers and educators require the pedagogical knowledge,
confidence, skills, resources and support to creatively and effectively use online tools and
systems to engage students and harness the benefits and resources of the digital revolution.” At
the time of this data collection, teachers generally indicated that they did not feel confident
using the laptops and they might need focused time simply gaining a “feel” for technology
integration, pedagogical knowledge and related teaching strategies.
Teachers seem to be well acquainted with methods of quality teaching, but it will be essential to
investigate how these strategies are used in the classroom with the laptops. The DER-NSW also
considers how laptops may “enhance teacher capability to design and deliver programs that
meet students’ needs.” Baseline results show that teachers already feel they are able to provide
students with a variety of ways to demonstrate understanding and deliver lessons using a range
of approaches. The evaluation will investigate how the use of laptops may impact upon the way
they deliver their lessons and if the range of strategies used changes.
Another DER-NSW goal is that “Students and teachers routinely collaborate, build and share
knowledge using digital technologies.” Results show that, at this time, teachers and students are
not engaging in creation activities, but more research and organising activities. Use of ICT for
creation activities will be closely examined through the case studies and subsequent surveys.
These will also explore how the program is supported by school leadership at the school level,
and what type of professional development opportunities are available for teachers.
Pedagogical change
DER-NSW goals identify that “teachers will devise student centric programs of learning that
address agreed curriculum standards and employ contemporary learning resources and
activities” and “students and teachers are able to innovate in their use of ICT to achieve learning
outcomes.” At the time of the survey, teachers felt their planning was more student-centred,
they did not necessarily feel it was a result of participation in the DER-NSW. Teachers’
perceptions of laptop impact on their practice will be closely followed throughout the case
studies. It is also hoped that students will increase engagement in creation activities, such as
podcasting, movie creation, multimedia presentations, and web pages. Further, it will be

necessary to investigate what other teaching and learning initiatives are happening in parallel,
in NSW. This progress will be tracked through the case studies and subsequent surveys.
Communication
Teachers have not been asked to indicate changes in the way they communicate with students,
peers, or parents at this time. This will be closely tracked through the case studies and
subsequent surveys.
4.2 What is the influence of the DER-NSW program on students’

understanding, skills, and attitudes?
ICT use and knowledge

DER-NSW goals state that “students and teachers routinely collaborate, build and share
knowledge using digital technologies.” Baseline results show a dramatic difference between
students engaged in creation activities and those that engaged in communication and
information processing activities. As with teachers’ use of these tasks, students’ confidence and
frequency of these kinds of tasks will be closely tracked through the case studies and
questionnaires. In relation to technology integration in learning, it is of interest that students
responded that technology was not as important in mathematics. It will be necessary to assess
why students hold this belief and what it means for computer use in mathematics.
Engagement with learning

DER-NSW goals identify that students will “undertake challenging and stimulating learning
activities supported by access to global information resources and powerful tools for
information processing, communication and collaboration” and students are “engaged in
rigorous and stimulating programs of learning that meet their individual needs and prepare
them for success in 21st Century.” Students showed very positive beliefs about using computers
in their work and learning and they have indicated that they feel school prepares them for life as
an adult. While most students felt computers helped them to be more creative and organised, as
well as helping to improve their writing, it will be important to closely examine the nature of the
population that does not feel positively about these tools. It is necessary to identify if this
portion of the population has other needs or if they are simply disengaged with technology use
or school in general.
4.3 What are the consequences of the DER-NSW program on students’

educational outcomes?
External test results

It would be difficult to isolate the affect of laptop use on external test results. Future evaluation
can explore teacher perceptions of the impact of computer use on student outcomes.
School completion
Students were overwhelmingly positive about school completion and continuing education after
high school. Students’ intentions for completion and further education will be tracked
throughout the evaluation for changes and compared to retention rates. Most likely, it will not

be possible to determine without doubt if laptop use has an impact on retention, as extension of
the school leaving age occurred at the same time as the program. Future evaluation will explore
the perception of school leaders on retention and completion.
5 Conclusion
It is important to note that the findings presented in this report are intended to establish a
baseline understanding of student and teachers use and perception of ICT, specifically laptops,
in NSW schools. This evaluation will continue to examine student and teacher participation in
the DER-NSW through to the end of 2012.
The evaluation team and DET NSW would like to thank all of the individuals and schools that
have participated in the first phase of the evaluation. Participation from those involved in the
DER-NSW will allow us to identify the value of the program in terms of its impact on teaching
and learning thereby ensuring it is viewed as more than just a technology roll out.

6 Appendices A-C

Digital Education Revolution NSW Evaluation - Phase 1

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Digital Education Revolution

In New South Wales

PHASE 1: BEFORE THE LAPTOP ROLLOUT

Dr Sarah Howard & Mr Charles Carceller, MEd

DER-NSW, Baseline data report 1

Dr Sarah Howard is a Lecturer in Education, in Information and Communication Technologies, at the

The DER-NSW Evaluation Advisory Group

Dianne Butland, NSW Parents and Citizens Association

Alun Davies, Manager School Audit

Geoff Hastings, NSW Secondary Principals Association

Dianne Marshall, Program Director Digital Education Revolution NSW

Gerry McClouglan, Assistant Director (relieving), Educational Measurement

Terry O’Brien, Policy Leader Digital Education Revolution NSW

Bruce Stavert, Project Officer Digital Education Revolution NSW

Bill Tomlin, Manager Planning and Evaluation SEPE

The Digital Education Revolution-NSW is funded by

DER-NSW, Baseline data report i

Executive Summary .............................................................................................................................................................................1

DER-NSW, Baseline data report iii

DER-NSW, Baseline data report iv

• How does the DER-NSW program influence teacher pedagogy?

DER-NSW, Baseline data report 1

1.1 Research questions

• How does the DER-NSW program influence teacher pedagogy?

DER-NSW, Baseline data report 2

1.2 Background of the study

1.3 Conceptual framework of the study

The National Partnership Agreement on the Digital Education Revolution

… to achieve technology enriched learning environments to assist students to achieve high

1.4 Design of the study

Year Participants Phase 1 Phase 2 Phase 3 Reports

DER-NSW, Baseline data report 4

1.5 Pilot studies

DER-NSW, Baseline data report 5

DER-NSW, Baseline data report 6

3.1.1 Student responses

Students (StuA #1-4 & StuB #1-4)

StuA Q-1. What is your gender?

Valid Male 7081 49.7

StuA Q-2. Are you of Aboriginal or Torres Strait Islander origin?

Valid No 13105 92.1

StuA Q-3. Do you speak a language other than English at home?

Valid No 8006 56.5

DER-NSW, Baseline data report 7

Valid less than 1 year 228 2.2

StuB Q-1. What is your gender?

Valid Male 6242 46.3

StuB Q-2. Are you of Aboriginal or Torres Strait Islander origin?

Valid No 12078 89.9

StuB Q-3. Do you speak a language other than English at home?

Valid No 11022 82.3

DER-NSW, Baseline data report 8

Valid less than 1 year 143 1.9

3.1.2 Teacher responses

Teachers (TrA #1-7)

TrA Q-1. What is your gender?

Valid Male 1954 42.7

DER-NSW, Baseline data report 9

Valid Other 737 16.1

TrA Q-3. Does your current teaching allocation include Year 9?

Valid No 1443 31.9

TrA Q-4. Did your 2009 allocation include Year 9?

Valid No 1440 32.0

DER-NSW, Baseline data report 10