Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that 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. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were 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.

Educational Technology in Public Schools, 2008 (FRSS 92), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 92 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public elementary and secondary schools during fall 2008. 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. The study was conducted using mailed questionnaires and respondents had the option of completing the survey via the web. Schools were sampled. The study's weighted response rate was 79 percent. Key statistics produced from FRSS 92 were information on computer hardware and internet access, availability of staff to help integrate technology into instruction and provide timely technical support, and perceptions of educational technology issues at the school and district levels. Respondents reported the number of instructional computers within their schools, by type, mobility, and location. The survey also asked respondents about the types of operating systems or platforms used on instructional computers. Data on the number of handheld devices provided to school personnel and students, and the number of other technology devices provided for instructional purposes were also collected. Respondents indicated the extent to which technology staff provided assistance with technology support and integration and the response times for obtaining such support. Respondents gave opinions on statements related to using educational technology in their schools.

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.

According to a survey conducted in Japan from July to September 2021, almost ** percent of students aged **** to 12 years used computers and tablets at their primary schools in the past year. The usage rate of digital devices at school was lowest among high school students aged 16 to 18 years.

According to the survey conducted in 2025, around ** percent of schools in rural India did not have a computer in that year. The number of schools with computers have, however, increased since 2010.

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic _location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Historical Dataset of High School Of Computers And Technology is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2005-2023),Total Classroom Teachers Trends Over Years (2007-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2007-2023),American Indian Student Percentage Comparison Over Years (2011-2023),Asian Student Percentage Comparison Over Years (2005-2023),Hispanic Student Percentage Comparison Over Years (2005-2023),Black Student Percentage Comparison Over Years (2005-2023),White Student Percentage Comparison Over Years (2005-2023),Two or More Races Student Percentage Comparison Over Years (2019-2023),Diversity Score Comparison Over Years (2005-2023),Free Lunch Eligibility Comparison Over Years (2006-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2007-2022),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms. Computers include the following types: a desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; a laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and a tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

In the 2023-24 school year, sites and resources were the most accessed educational technology (EdTech) solution for K-12 students and teachers in the United States, at ** percent, followed by supplemental platforms. Supplemental platforms, generally used for individual learning, may be used to access online activities, creation, research, and games to aid learning.

This statistic shows the average number of students per computer in public secondary education centers in Spain during the 2018/19 academic year, by region. With an average of *** students, the Community of Madrid was the region with the second highest number of students per computer, just behind the Region of Murcia, with an average of *** students per computer.

The number of students per computer in European secondary schools varies from ** in Bulgaria and Greece, to ***** in Sweden, Slovakia, Finland and Spain, while across the European Union the average number of students per computer was *****.

Average number of students per computer by region (North Eastern, North
Western, South Eastern, South Western) and school type (including state wide
averages). Drawn from the DEECD 2013 Census of Computers in Schools.

Internet Access in U.S. Public Schools, 2005 (FRSS 90), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 90 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides trend analysis on the percent of public schools and instructional rooms with internet access and on the ratio of students to instructional computers with Internet access. The study was conducted using mailed questionnaires or the option of completing the survey via the web. Principals of various public schools were sampled. The study's response rate was 86 percent. Key statistics produced from FRSS 90 were the number of instructional computers with access to the internet, the types of internet connections, technologies and procedures used to prevent student access to inappropriate material on the internet, and the availability of hand-held and laptop computers for students and teachers. Respondents also provided information on teacher professional development on how to integrate the use of the internet into the curriculum and on the use of the internet to provide opportunities and information for teaching and learning.

In 2024, around * percent of children using a PC at school stated that they used it for writing texts or words almost every day. Only *** percent used AI daily.

Graph and download economic data for Producer Price Index by Commodity for Educational Services: Computer Training School Services (WPU52110101) from Dec 2008 to Aug 2017 about schools, computers, education, services, commodities, PPI, inflation, price index, indexes, price, and USA.

Dataset Description: Indian School Education Statistics (2021-2022)

This dataset offers a comprehensive overview of Indian School Education Statistics, covering the years 2021-2022. It provides a valuable resource for individuals embarking on their Data Science journey by consolidating various datasets from the Indian Government into a single, easily accessible source. The dataset is available in seven separate .csv files, each with its distinct focus, enabling users to explore diverse aspects of the education landscape in India.

The Seven Key Datasets Included:

1. Percentage of Schools with Drinking Water Facility (2021-22)
2. Gross Enrolment Ratio (2021-22)
3. Drop-out Rate (2021-22)
4. Percentage of Schools with Computers (2021-22)
5. Percentage of Schools with Electricity (2021-22)
6. Schools with Boys' Toilets (2021-22)
7. Schools with Girls' Toilets (2021-22)

This dataset is a treasure trove of information, offering a window into the dynamic landscape of education in India and its evolution over time. By delving into this dataset, you can unlock answers to various pressing questions and tackle pivotal issues, including:

• Identifying states with the highest dropout ratios.
• Assessing the availability of crucial amenities like drinking water and sanitation facilities for boys and girls.
• Exploring the Gross Enrolment Ratio across different educational levels.
• Monitoring shifts in enrollment trends at various stages of education.

Sourced from the Open Government Data (OGD) Platform India, this dataset not only serves as a valuable resource for beginners in their Data Science journey but also presents an array of opportunities for in-depth analysis and research within the realm of Indian education.

Abstract

Computers offer exciting approaches to teaching that were not even dreamed of twenty years ago, but the extent to which the educational potential of computer technology will be realized, remains to be seen. Use of computers can revolutionize teaching and learning and could bring advances that would improve education dramatically. Ordinary students would make massive gains and bright students could meet greater challenges. Wherever illiteracy is a problem, it would be eliminated and handicapped students would have vast new vistas opened to them.

Teacher attitudes toward computer technology may be a significant factor in the use of computers in education. Computer literate individuals will reap greater benefits than their counterparts who lack that knowledge. To promote computer literacy of both teachers and students, the government is investing considerably. To evaluate the impact of these investments and thereby help ensure that the intended results are achieved, Information and Communication Technology (ICT) literacy of students and teachers should be measured periodically. The Department of Census and Statistics and the Ministry of Education conducted a census on Computer Literacy of Academic Staff of Government Schools, Approved Private Schools and Pirivenas to find out the computer literacy levels of teachers and ICT related facilities and hardware available in schools. This census was conducted on 2nd November 2006.

Geographic coverage

National Coverage - Government Schools

Analysis unit

School Teacher

Universe

All Government Schools All Approved Private Schools All Pirivenas

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

Two census Schedules were used to collect data in this study. The first - Census Schedule 1 - was a structured questionnaire to get the information on the teacher's own perceptions on their competencies in ICT. The ICT literacy of teachers was not measured by actually testing it by administering a test by the teachers' own perceptions of their competencies. A brief description of the information collected by using Census Schedule 1 is given below.

Part A : School Information
Part B : Demographic Characteristics
Part C : Knowledge on Computers
Part D : Use of Application Software
Part E : Use of Computers
Part F : Use of Internet
Part G : Use E-Mail
Part H : Knowledge on Hardware
Part  I : Use of Computers for Teaching

The second schedule was used to get the information on the ICT related facilities available in schools and summary of three questions of the first schedule. These questions are number of teachers in the school who are aware about the computers and those who are computer literate and those who can read and understand documents written in English language.

Cleaning operations

Data editing and coding done by the Census and Statistic Department staff.

Verification of the data is done by the Education Ministry Staff.

Computers used for educational purposes include desktop, laptop, netbook or tablet computer, whether or not connected to the internet

Original source

The ESSIE Survey about ICT in Education - SMART 2010/0039 - is based on over 190,000 filled questionnaires from students, teachers and head teachers in 27 countries, collected during school-year 2011-12 (mainly between September and December 2011), with the purpose of benchmarking access, use and attitudes to IC Technologies in Europe's schools (Primary; Lower secondary; Upper secondary, both general and vocational).:

https://ec.europa.eu/digital-agenda/en/news/ict-education-essie-survey-smart-20100039

Parent dataset

This dataset is part of of another dataset:

http://digital-agenda-data.eu/datasets/digital_agenda_scoreboard_key_indicators

Subject: EducationSpecific: Online Learning and FunType: Questionnaire survey data (csv / excel)Date: February - March 2020Content: Students' views about online learning and fun Data Source: Project OLAFValue: These data provide students' beliefs about how learning occurs and correlations with fun. Participants were 206 students from the OU

Historical Dataset of School Computer Technology Atkins is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2006-2023),Total Classroom Teachers Trends Over Years (2008-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2008-2023),American Indian Student Percentage Comparison Over Years (2019-2023),Asian Student Percentage Comparison Over Years (2008-2010),Hispanic Student Percentage Comparison Over Years (2006-2023),Black Student Percentage Comparison Over Years (2006-2023),White Student Percentage Comparison Over Years (2006-2023),Two or More Races Student Percentage Comparison Over Years (2011-2023),Diversity Score Comparison Over Years (2006-2023),Free Lunch Eligibility Comparison Over Years (2006-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2006-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2011),Math Proficiency Comparison Over Years (2010-2011),Overall School Rank Trends Over Years (2010-2011)