Consortium on Chicago School Research

Snapshot 2003: Teacher Use of Technology

Teachers' assessments of how often they use technology in their own work. High levels indicate more frequent and diverse use among teachers.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 None	use computers or the Internet from once or twice a semester to once or twice a month to make instructional materials and gather information for planning lessons. They never use computers for the other activities in this scale.
2 Limited	use computers or the Internet up to once or twice a week to make instructional materials and gather information for planning lessons. They use the Internet from once or twice a semester to once or twice a month to access model lesson plans and best practices for teaching; and they use computers from never to once or twice a month to create multimedia presentations for the classroom.
3 Intensive	use computers or the Internet from once or twice a week to daily or almost daily to make instructional materials and gather information for planning lessons. They use the Internet once or twice a week to access model lesson plans and best practices for teaching; and they use computers from once or twice a semester to once or twice a week to create multimedia presentations for the classroom.
4 Highly intensive	use computers or the Internet from once or twice a week to daily or almost daily to create multimedia presentations for the classroom. They use computers daily or almost daily for the other activities in this scale.

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

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