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Summary

Section 1
Name
Susana Tattersfield
Paola Arredondo Quiroga
ALMA KARLA HERNANDEZ MARTINEZ
Karla Martnez
Sal Rodrguez Hernndez
Magdalena Verastegui
SARA VIRGINIA ACEVEDO ALFARO
Mara Teresa Gonzalez Ramirez
elon bagley
Karla Dounce
Iliana Yazmin de Len Valdez
Miguel angel bernal ramirez
Barbara
Perla Gzz.
Bertha Isabel Garza Martnez
Amelia Esparza Martinez
erasto ivan cruz vega
Mayra Ortiz
Andrea Martinez Mota
Martha Canales
Sergio Gomez
Joel Octavio Arguello Daz
Rita Trevio
Hilda Heredia Gonzlez
Clelia Cruz
CAL NORIEGA SUREZ
Beatriz Campos
oscar ricardo garza alvarado
Andrea Duarte Zambrano
Grisel Quintero
Teresa Alvarez

Selene Cruz Melgarejo

AIMER
Jorge Colunga
Roberto Rodriguez Mendoza
Celina Gonzalez
Rosa Maria Gonzalez Garcia
Ana Beatriz Gaytn Mtz.
Mireya Aguilar Fraustro
Jessica Rodriguez
Armando Rene Zaldivar Roman
Mayra Limas Aguirre
Anna Gamas
David Prez
Elsa Limn
Gabriela tabares

Grade Level

30.4%
19.6%

15.2%

19.6%
15.2%

College / Universidad

19.6%

High School / Preparatoria

0%

Middle School / Secundaria

15.2%

Upper Elementary / Primaria Mayor

15.2%

Lower Elementary / Primaria Mayor

19.6%

Preschool / Prescolar

14

30.4%

Subject Area

23.9%

15.2%

34.8%

All subjects

16

34.8%

Administration

2.2%

Art or Music

6.5%

Foreign Languages

4.3%

Health

0%

Language Arts

2.2%

Math

2.2%

Media Specialist

0%

Physical Education

15.2%

Science

2.2%

Social Studies

2.2%

Special Education

0%

Technology Education

4.3%

Vocational

0%

Other

11

23.9%

My studentss primary learning technology tool is:

63%

13%
13%

Handheld device (e.g. iPhone or iPod Touch or similar)

13%

Table device (e.g. iPads or similar)

13%

Notebook computer (e.g. MacBook or Laptop)

4.3%

Desktop computer (e.g. iMac, Dell, H.P. or similar)

6.5%

No technology available for students

29

63%

This tool is:

67.4%

23.9%

School provided

11

23.9%

Student provided

8.7%

Not provided

31

67.4%

Is this tool available to your students as a 1 to 1 device?

54.3%

39.1%

Yes

6.5%

No

18

39.1%

No technology available for students

25

54.3%

Are students allowed to take this tool home?

65.2%

Yes

0%

No

16

34.8%

No technology available for students

30

65.2%

34.8%

Section 2
Blogs or wikis to publish and share original work with an audience [In my
teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

39

84.8%

a minor role

8.7%

a significant role

4.3%

a crucial role

2.2%

24

32

Twitter or other social networking tools to gather information or knowledge from

beyond the confines of their community [In my teaching, this use of technology
by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

10

42

91.3%

20

30

40

a minor role

8.7%

a significant role

0%

a crucial role

0%

Audio or video conferencing tools to communicate with otherwise inaccesible

people [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

38

82.6%

a minor role

8.7%

a significant role

6.5%

a crucial role

2.2%

24

32

Augmented reality tools to map information or narratives onto the physical world
[In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

32

69.6%

a minor role

15.2%

a significant role

10.9%

a crucial role

4.3%

16

24

Database to collect and organize information [In my teaching, this use of

technology by students plays]

no role
a minor role
a significant role
a crucial role
0

10

no role

26

56.5%

a minor role

19.6%

a significant role

17.4%

a crucial role

6.5%

15

20

25

a crucial role

6.5%

Clicker apps to respond to in-class quizzes or surveys [In my teaching, this use
of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

34

73.9%

a minor role

8.7%

a significant role

8.7%

a crucial role

8.7%

16

24

32

Spreadsheets or statistical packages to analyze data and discover patterns [In

my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

34

73.9%

a minor role

6.5%

a significant role

13%

a crucial role

6.5%

16

24

32

Spreadsheets to create "what if" scenarios as part of student development and

explanation models [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

33

71.7%

a minor role

15.2%

a significant role

8.7%

a crucial role

4.3%

16

24

32

eBook authoring apps to create textbook-type resources for other students [In

my teaching, this use of technology by students plays]

no role
a minor role
a significant role
a crucial role
0

16

no role

39

84.8%

a minor role

10.9%

a significant role

4.3%

a crucial role

0%

24

32

Presentation apps to create digital storytelling projects [In my teaching, this use
of technology by students plays]

no role
a minor role
a significant role
a crucialno
rolerole

25

54.3%

0
role

517.4%

a significant role

17.4%

a crucial role

10.9%

a minor

10

15

20

E-textbooks to expand the reading experience with embedded media and

interactive tools [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

33

71.7%

a minor role

6.5%

a significant role

17.4%

a crucial role

4.3%

16

24

32

Location-aware search apps to provide students with information that is

geographically contextualized [In my teaching, this use of technology by
students plays]
no role

no role
a minor role
a significant role
a crucial role
0.0

7.5

no role

31

67.4%

a minor role

15.2%

a significant role

13%

a crucial role

4.3%

15.0

22.5

30.0

Symbolic math apps to explore mathematical or scientific concepts [In my

teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

34

16

24

32

73.9%

a minor role

2.2%

a significant role

17.4%

a crucial role

6.5%

Graphing apps to generate multiple visualizations of data sets [In my teaching,

this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0.0

7.5

no role

31

67.4%

a minor role

17.4%

a significant role

13%

a crucial role

2.2%

15.0

22.5

30.0

Simulation tools to model physical or social phenomena [In my teaching, this use
of technology by students plays]

no role
a minor role
a significant role

no role

39

aa
crucial
rolerole
minor

0
role

a crucial role

a significant

84.8%
8.7%
8

6.5%

16

24

32

0%

Programming languages to create software that responds to students interests.

[In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

37

80.4%

a minor role

6.5%

a significant role

10.9%

a crucial role

2.2%

24

32

Website design as digital portfolios to showcase studentslearning throughout

the year [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

38

82.6%

a minor role

6.5%

a significant role

6.5%

a crucial role

4.3%

24

32

Gamification to provide feedback as a way of formative assessment [In my

teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

24

32

no role

34

73.9%

a minor role

15.2%

a significant role

8.7%

a crucial role

2.2%

Digital Citizenship within all or most of my lessons [In my teaching, this use of
technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

36

78.3%

a minor role

10.9%

a significant role

6.5%

a crucial role

4.3%

24

32

QR Codes to communicate ideas and to promote collaborative research [In my

teaching, this use of technology by students plays]

no role
a minorno
rolerole

41

89.1%

a minor
a significant
rolerole

8.7%

a significant role

2.2%

a crucial role

a crucial role

0%

10

20

30

40

Computer or portable device for Writing [In my teaching, this use of technology
by students plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

30

65.2%

a minor role

13%

15

20

25

a significant role

10

21.7%

a crucial role

0%

Communicate with students in other schools through Social Media or

Educational Platforms such as Edmodo or Schoology [In my teaching, this use of
technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

38

82.6%

a minor role

8.7%

a significant role

8.7%

a crucial role

0%

24

32

Timeline apps to develop student understanding of the structure of historical

events [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

34

73.9%

a minor role

17.4%

a significant role

6.5%

a crucial role

2.2%

16

24

32

Concept mapping apps to visualize and discover complex patterns in concepts

or processes [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

32

69.6%

a minor role

15.2%

a significant role

10.9%

a crucial role

4.3%

16

24

Comics authoring tools to create fiction or non-fiction narratives [In my teaching,

this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0.0

7.5

no role

31

67.4%

a minor role

15.2%

a significant role

17.4%

a crucial role

0%

15.0

22.5

30.0

Video editors to develop student-driven narratives [In my teaching, this use of

technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

32

69.6%

a minor role

10.9%

a significant role

15.2%

a crucial role

4.3%

16

24

Photo editors to alter photos to better convey meaning [In my teaching, this use
of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

no role

36

16

24

32

78.3%

a minor role

8.7%

a significant role

10.9%

a crucial role

2.2%

Music tools to explore expressive performance and original composition [In my

teaching, this use of technology by students plays]

no role
a minor role
a significant role
a crucial role
0

no role

36

16

24

32

78.3%

a minor role

4.3%

a significant role

17.4%

a crucial role

0%

Paint apps to create original work, either in standalone form or as a part of a

larger narrative [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

35

76.1%

a minor role

8.7%

a significant role

13%

a crucial role

2.2%

24

32

Educational games to model and study social or physical phenomena [In my

teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

29

63%

a minor role

10.9%

a significant role

17.4%

a crucial role

8.7%

15

20

25

Educational games to practice math or language skills [In my teaching, this use
of technology by students plays]
no role

a minor role
a significant role
a crucial role
0

no role

27

10

15

20

25

58.7%

a minor role

6.5%

a significant role

10

21.7%

a crucial role

13%

Game creation tools to produce games that deepen student understanding of a

topic [In my teaching, this use of technology by students plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

30

65.2%

a minor role

13%

a significant role

17.4%

a crucial role

4.3%

15

20

25

Reports and term papers [How often do you ask students to produce the
following using technology?]

Never
Once or twic
Several time
Several time
Several time
0

10

Never

25

15

20

54.3%

Once or twice a year

13%

Several times a year (3+)

19.6%

Several times a month (3+)

6.5%

Several times a week (3+)

6.5%

Audio Podcasts [How often do you ask students to produce the following using
technology?]
Never
Once or twic

Once or twic
Several time
Several time
Several time
0

16

24

Never

39

84.8%

Once or twice a year

10.9%

Several times a year (3+)

2.2%

Several times a month (3+)

0%

Several times a week (3+)

2.2%

32

Web pages, web sites or other web-based publications [How often do you ask
students to produce the following using technology?]

Never
Once or twic
Several time
Several time

Never

36

78.3%

SeveralOnce
timeor twice a year

10.9%

Several times
a year (3+)
0
8

10.9%
16

Several times a month (3+)

0%

Several times a week (3+)

0%

24

32

Sketchnoting, Pictures or artwork [How often do you ask students to produce the
following using technology?]
Never
Once or twic
Several time
Several time
Several time
0

16

Never

33

71.7%

Once or twice a year

10.9%

Several times a year (3+)

8.7%

Several times a month (3+)

6.5%

Several times a week (3+)

2.2%

24

32

Publish stories or electronic books online [How often do you ask students to

Publish stories or electronic books online [How often do you ask students to
produce the following using technology?]
Never
Once or twic
Several time
Several time
Several time
0

10

20

Never

43

93.5%

Once or twice a year

6.5%

Several times a year (3+)

0%

Several times a month (3+)

0%

Several times a week (3+)

0%

30

40

Infographics, Graphs or charts [How often do you ask students to produce the
following using technology?]
Never
Once or twic
Several time
Several time
Several time
0

16

Never

37

24

32

80.4%

Once or twice a year

0%

Several times a year (3+)

13%

Several times a month (3+)

6.5%

Several times a week (3+)

0%

Videos or Movies [How often do you ask students to produce the following using
technology?]
Never
Once or twic
Several time
Several time
Several time
0

10

15

Never

27

58.7%

Once or twice a year

10

21.7%

Several times a year (3+)

13%

20

25

Several times a month (3+)

2.2%

Several times a week (3+)

4.3%

Section 3
Handheld device (e.g. iPhone, iPod Touch or similar) [In my work, this tool plays]
no role
a minor role
a significant role
a crucial role
0

no role

26

10

15

20

25

56.5%

a minor role

13%

a significant role

17.4%

a crucial role

13%

Table device (e.g. iPad or similar) [In my work, this tool plays]
no role
a minor role
a significant role
a crucial role
0

no role

22

10

15

20

47.8%

a minor role

13%

a significant role

19.6%

a crucial role

19.6%

Notebook computer (e.g. MacBook or Laptop) [In my work, this tool plays]

no role
a minor role
a significant role
a crucial role
0
no role

21

5
45.7%

a minor role

10.9%

a significant role

10

21.7%

a crucial role

10

21.7%

10

15

20

Desktop computer (e.g. iMac, H.P, Dell, etc.) [In my work, this tool plays]
no role
a minor role
a significant role
a crucial role
0

no role

25

10

15

20

54.3%

a minor role

6.5%

a significant role

17.4%

a crucial role

10

21.7%

Serving communities to help shape how technology is used in teaching and

learning [In my work, this activity plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

29

63%

a minor role

19.6%

a significant role

6.5%

a crucial role

10.9%

15

20

25

Working in formal or informal teams with other educations at my school to

develop and improve technology-based teaching practices [In my work, this
activity plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

25

54.3%

a minor role

10

21.7%

a significant role

15.2%

a crucial role

8.7%

15

20

Participating in online social networks to enhance and share my knowledge or

materials for use in my classroom [In my work, this activity plays]

no role
a minor role
a significant role
a crucial role
0

no role

32

69.6%

a minor role

19.6%

a significant role

8.7%

a crucial role

2.2%

16

24

Contributing learning knowledge or materials in one or more online formats [In

my work, this activity plays]

no role
a minor role
a significant role

no role
a crucial role

a minor role
0

27

58.7%

a significant role

a crucial role

13%
5

19.6%

10

15

20

25

8.7%

Creating educational resources for my students as part of "flipped classroom"

approach [In my work, this activity plays]
no role
a minor role
a significant role
a crucial role
0

10

no role

27

58.7%

a minor role

17.4%

a significant role

17.4%

a crucial role

6.5%

15

20

25

Creating instructional design lessons according to SAMR model for effective

technology integration in my classes [In my work, this activity plays]
no role
a minor role

a minor role
a significant role
a crucial role
0

16

no role

36

78.3%

a minor role

8.7%

a significant role

8.7%

a crucial role

4.3%

24

32

Creating web-quests or build the internet into a lesson [In my work, this activity
plays]
no role
a minor role
a significant role
a crucial role
0

16

no role

37

80.4%

a minor role

10.9%

a significant role

4.3%

a crucial role

4.3%

24

32

Creating websites [In my work, this activity plays]

no role
a minor role
a significant role
a crucial role
0

10

no role

40

87%

a minor role

8.7%

a significant role

4.3%

a crucial role

0%

20

30

Do you know the SAMR model?

95.7%

Yes

4.3%

No

44

95.7%

If you know about the SAMR model, where would you place yourself on the
SAMR model?

93.5%

Substitution

2.2%

Augmentation

2.2%

Redefinition

2.2%

Modification

0%

Never heard about it

43

93.5%

Number of daily responses

40
30
20
10
0