student experience, with patterns emerging across school levels and subject areas. For example, students
in the upper elementary classes generally used technology less frequently than their middle school and
high school peers. Within different subject areas, different patterns emerge. For example, students’
average technology use in Math class was fairly consistent across school levels (around once per three
days). Conversely, Cohort 1 students’ average use of technology in science class increased three-fold
between upper elementary grades and middle school. School administrators and educators can imagine
the increased poignancy and value for results representing their own school for formative and summative
reflection. As shown above, even results from a single data collection period provide a richer
understanding of a school’s educational technology implementation, while longitudinal data provides
opportunities for sustained formative reflection within a school.
In addition to simply measuring where and how often teachers and students used technology in school,
the data provides school partners a much deeper investigation of what students are doing in class.
Although a variety of teaching and learning practices are measured across the teacher and student
surveys, the following example provides a further estimate of what students were doing with technology
in their classes. Specifically, Figure 3 summarizes the average number of days in the 2012/2013 school
year that students used technology resources in class for different purposes.
Fig. 3: Average number of days students used technology for a variety of purposes