Participate and share: Poster 
Multiple frameworks provide the foundation of the BrightBytes Technology and Learning Survey. These frameworks include the ISTE Standards for Educators, the SAMR framework (Puentedura, 2012), and the CASE framework. The SAMR is a hierarchical model of technology integration. The SAMR involves four levels: Substitution, Augmentation, Modification, and Redefinition. BrightBytes developed its own framework called CASE based on SAMR and ISTE standards. The CASE framework (BrightBytes, 2020) examines the domains of Classroom, Access, Skills, and Environment. This research study focuses on two of the four domains: Access and Skills. The Access domain focuses on device access and internet connectivity in home and school settings. The Skills domain explores the students’ foundational technology skills as well as multimedia and online skills.
The Mississippi Connects program through the Mississippi Department of Education required that school districts receiving funds for technology purchases complete the BrightBytes Technology and Learning Survey. Students and educators were required to complete them in each district receiving funds, while parents were encouraged to complete them. This research study examines the student surveys from Spring 21 to the present. Students completed the surveys in the fall and spring semesters. Deidentified data regarding the BrightBytes surveys are available through a public records request.
This quantitative study will conduct statistical analyses to evaluate students’ responses on the Technology and Learning Survey in the following ways: 1. Student survey responses on the access to technology devices and connectivity items will be examined for differences by time period, grade level (elementary, middle, high school) and by grade level and time period combined. 2. Student survey responses on foundational technology skills, multimedia skills, and online skills will be compared by grade level (elementary, middle, high school), time period, and by grade level and time period combined.
Preliminary data analysis of student survey data from spring 2021 to spring 2022 indicated that student access to school devices at home has declined.
Elementary Student Device Access (Spring 21-Spring 22)
· Approximately 22% of elementary students in Spring 2021 reported that they did not have access to a school-provided device. By Spring 2022, that number had decreased to 9%.
· Another trend over the three periods relates to students taking devices home at night. In Spring 2021, the number of students taking devices home every night was 34%, but by Spring 2022, only 22% of students reported having access to taking the device home every night.
Middle School Student Device Access (Spring 21-Spring 22)
-During the three survey periods, the percentage of middle schoolers reporting they had access to a device and were taking it home daily ranged from 70% (Spring 21) to 67.1% (Spring 22).
-Surveyed middle schoolers had more access to school devices at home than surveyed elementary students (Spring 21 = 34.4%; Spring 22 = 22.8%).
-Surveyed high school students (Spring 21= 80.6%; Spring 22 = 67.1%) had higher levels of access to school devices at home than middle school and elementary students.
High School Student Device Access (Spring 21-Spring 22)
· In the Spring 2021 and Fall 2021 survey results, 80-83% of surveyed high school students indicated that they had access to a device and took it home daily.
· This number changed significantly in Spring 2022. Approximately 67% reported that they can take it home every night, 20% reported that they couldn’t take the device home, and 6.2% reported that they could take it home sometimes.
The results will address the research questions regarding student access and technology skills across grade levels and time periods. This data should be collected and analyzed by the end of the 2022-2023 school year.
It is important for PK-12 education leaders to be aware of data regarding student device use and access. During the early periods of the pandemic, student device use and access were significantly increased. With the return to in-person instruction, research is needed to understand the use of technology in the classroom following such heavy technology use in virtual and hybrid environments. It is important to understand current patterns of student access and use to ensure digital equity across the state and national levels in PK-12 education.
Understanding how students are using technology could help inform state technology leaders and district-level administrators about what is needed for professional development for teachers and students. The preparation of PK-12 students for the skills necessary for the jobs of the 21st century makes the development of technology skills essential.
BrightBytes (2020). Technology and Learning validity and reliability.
Kimmons, R., & Hall, C. (2018). How useful are our models? Pre-service and practicing teacher evaluations of technology integration models. TechTrends, 62(1), 29-36.
Puentedura, R. (2012). The SAMR model: Six exemplars. Retrieved August, 14, 2012.
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