Consortium on Chicago School Research

Snapshot 2003: Teacher Reports of Student Use of Technology

Teachers' assessments of how often they incorporate technology into their assignments. High levels indicate more frequent and diverse use among students.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 None	never assign technology to students in their target class.
2 Limited	ask their students from once or twice a semester to once or twice a month to use computers for word processing, practice drills, and research on the Internet. They never assign the other computer-related tasks defined in this measure.
3 Integrated	ask their students from once or twice a semester to once or twice a week to use computers for word processing, practice drills, and research on the Internet. They ask their students from once or twice a semester to once or twice a month to use computers to do data analysis or to make presentations. They never assign the other computer-related tasks defined in this measure.
4 Highly integrated	ask their students from once or twice a semester to almost daily to use computers to create web pages, do computer programming, correspond with others via e-mail, or do simulations/demonstrations. They ask their students from once or twice a week to almost daily to use computers for the other tasks in this measure.

To see the items making up this measure and the response frequencies for each item, click here.

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