Fast Response Survey System (FRSS): Teachers' Use of Educational Technology in U.S. Public Schools, 2009

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Reported data are weighted to produce national estimates of the sampled education sector. The sample size permits limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables. The Teachers' Use of Educational Technology in U.S. Public Schools, 2009 survey provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. A stratified multistage sample design was used to select teachers for this study. Data collection was conducted September 2008 through July 2009, and 3,159 eligible teachers completed the survey by web, mail, fax, or telephone. The survey asked respondents to report information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities. Respondents reported quantities for the following: computers located in the classroom every day, computers that can be brought into the classroom, and computers with Internet access. Data on the availability and frequency of using computers and other technology devices during instructional time were also collected. Respondents reported on students' use of educational technology resources during classes and teachers' use of modes of technology to communicate with parents and students. Additional survey topics included teacher training and preparation to effectively use educational technology for instruction, and teachers' opinions related to statements about their participation in professional development for educational technology. Respondents were also asked for administrative information such as school instructional level, school enrollment size, main teaching assignment, and years of experience.

《美国公立学校教师教育技术应用情况调查》（2009年）由美国教育部国家教育统计中心（National Center for Education Statistics，简称NCES）于1975年设立。该系统旨在在相对较短的时间内收集针对特定问题的数据。FRSS从州教育机构、地方教育机构、公立和私立小学及中学、公立学校教师以及公共图书馆收集数据。为确保调查对象负担最小化，调查问卷通常限制在三个页码以内，每位受访者的响应时间约为30分钟。样本量相对较小（通常每个调查约为1,000至1,500名受访者），以便快速完成数据收集。报告的数据经过加权处理，以产生样本教育领域的全国估计值。样本量允许对分类变量进行有限的细分。然而，随着分类变量内类别的增加，各分类内的样本量减少，这导致分类变量细分的抽样误差增大。调查涉及的内容包括：

- 对课堂中计算机和互联网接入使用的报告信息；
- 教师对计算设备、软件以及学校或地区网络（包括远程接入）的可用性和使用情况；
- 学生在教育技术方面的使用情况；
- 教师为教学目的使用教育技术的准备情况；
- 与教育技术相关的专业发展活动。

受访者报告了以下数据：每天放置在教室中的计算机数量、可带入教室的计算机数量，以及具备互联网接入的计算机数量。还收集了在教学中使用计算机和其他技术设备可用性和频率的数据。受访者还报告了学生在课堂上使用教育技术资源的情况，以及教师使用技术方式与家长和学生沟通的情况。此外，调查还涵盖了教师为有效使用教育技术进行教学而进行的培训与准备，以及教师对参与教育技术专业发展相关声明的看法。受访者还被要求提供行政信息，如学校教学层次、学校招生规模、主要教学任务以及教学经验年限。