LUBBOCK, TEXAS— November 29, 2000 – Agnew Associates, Inc. surveyed an estimated 5,000 superintendents, principals, and technology instructors on computer usage in K-12 schools across the state of Texas. The objective of the one-page questionnaire was to provide a valued perspective on the role of computers in K-12 education in hopes of uncovering important trends or developments.

The survey found three-quarters (75%) of faculty and staff say a lack of government funding and support is hindering them from acquiring more computers and offering additional courses. In addition, nearly one-quarter (23%) of respondents say inadequate facility infrastructures are responsible for the lack of advanced technology, while 19% attribute their school’s insufficient technology to inadequate IT knowledge and experience by faculty and administrators.

Although the majority (86%) of participants expects an increase in school technology budgets over the next three to five years, more than half (55%) of them say the increase will be a moderate one. The survey also reveals the following:

• Nearly all (92%) of the participants represent schools that provide computer labs with Internet access. Most (87%) of the schools have networked computers in classrooms, 19% allow remote access to the main network, and 9% have integrated wireless technology in classrooms.
• Nearly three-quarters (70%) of respondents cite increased use of wireless technology as the fastest-growing technology trend affecting schools. Increased remote access to school networks for faculty (65%) and increased remote access for students (56%) are also among the rapidly growing trends mentioned. Additionally, 48% expect a rise in remote teaching and increased availability of faculty for remote schools.
• While almost all (91%) of the respondents represent schools that teach basic technology skills including typing and word processing, only 59% work at schools that offer programming and web design.
• Almost two-thirds (61%) say that their students rely mainly on computers for word processing but not for completing everyday assignments. Conversely, one-third (33%) of respondents say their students couldn’t survive without using computers for assignments.