Technology impacts the entire student lifecycle and is integral to the design, delivery and experience of education worldwide. Every two years, Navitas Learning and Teaching services conducts a Teacher Technology Survey to surface insights into Navitas teachers’ attitudes towards and use of technology across academic business units, disciplines and geographies. The data and insights from the reports are used to support Navitas’ strategic priorities in technology for teaching and learning through:
- Measurement of progress against goals related to use of technology in teaching
- Data to inform technology policies and procedures
- Information suitable for internal and external benchmarking
- Feedback to inform teacher capability development strategies
Findings from the most recent surveys are available below, and include the 2016 Teacher Technology Survey results (Global) and 2014 Teacher Technology Survey results (PEP).
2016 Teacher Technology Survey
In 2016, we ran the first ever global Navitas teacher technology survey across 104 colleges around the world to find out more about our teachers’ usage and attitudes towards technology. Questions we wanted to explore included:
- How are teachers currently using technology in their personal lives and in our colleges?
- What encourages teachers to adopt and integrate technologies into teaching practice?
- What are teachers looking for in terms of support, inspiration, and innovation in learning technologies?
Take a look through the findings from over 1,800 Navitas teachers by clicking on the links above.
2014 Teacher Technology Survey
Launched in 2014, the Teacher Technology Survey was designed to better understand usage and attitudes of teaching staff relating to technology in various learning and teaching contexts at Navitas. This survey was conducted with teachers in Navitas Professional and Navitas English programs.
Headline findings from the survey:
- Approximately 80% of teaching staff expressed positivity about using technology in teaching
- Ownership of certain technology devices was high (laptops, smartphones) and was also reflected in the use of these devices in teaching and preparation. ELICOS benchmarking suggested that ownership of mobile devices such as tablets and smartphones was increasing, along with the use of these devices in teaching
- Large-scale technology rollouts appeared to have a positive impact on teacher attitudes towards technology, but also raised the level of expectation about campus technology, Professional Development and support
- Teaching staff showed a keen appetite for learning about technology, especially applying it in teaching contexts rather than just the ‘technical’ basics. Multimedia stood out as a particular area of interest for further guidance and Professional Development
- The biggest reported barrier to using technology was lack of knowledge and confidence. Practical obstacles such as time and access were also acknowledged, but to a lesser degree
- Teaching colleagues played an important role for all in idea-sharing and supporting each other, but many need encouragement to actively share and communicate about technology in different ways.