Digital Age Survey for Teachers
Select the response for each question below that best
represents the digital landscape in your classroom.
Digital Landscape
Survey takes about 20-30 minutes to complete. The purpose of this survey is to determine current professional development priorities related to the ISTE Standards for Teachers based on your current position. Completing the survey will enable your educational institution to make better choices regarding staff development and future technology purchases.

Survey is comprised of a series of questions and statements about the instructional use of technology in our classroom and within our school/district. The pre-survey questions/statements inquire about the digital landscape, teacher perceptions, school climate, use of classroom resources, and standards-based learning in your learning environment.


How many years of teaching experience do you have in education?
Which statement best describes your classroom’s digital infrastructure?
From which source do you most frequently seek guidance, information, inspiration, and/or direction relating to your classroom use of digital resources in the classroom?
What do you perceive as the greatest obstacle to advancing your use of digital resources in your instructional setting?
I believe the use of digital resources in my classroomcan positively impact student learning andachievement.
I have the necessary capabilities and skills to integrate digital resources successfully into my classroom instruction.
I know where (e.g., Teaching Channel, YouTube,Kahn Academy) or who (e.g., campus technology specialist, academic coach, grade level teacher, curriculum coordinator) to go to whenI need support for using digital resources in my classroom
I receive useful feedback on the integration ofdigital resources into my instruction from myadministrator(s).
I am able to maximize student learning best when I complement my whole group approach with learning stations/centers, cooperative grouping, and/or individualized instruction.
I am treated as a respected educational professional on my campus.
I engage in a two-way cycle of communication and feedback with my school administrators.
I feel that I am listened to, represented, and feel I have a voice on campus.
I understand and support the shared vision for our school’s use of digital resources along with other key stakeholders.
How often are your students using digital tools and/orenvironmental resources during the instructional day?
How often are you (the teacher) using digital tools and/or environmental resources during the instructional day?
How often are your students involved in standards-based learning experiences during the instructional day?
My students work together using digital tools and/or environmental resources that require them to analyze information and ask questions based on a teacher-provided prompt.
My students work alone or in groups to create traditional reports with web-based or multimedia presentations (e.g., Prezi,PowerPoint, Google Slides) that showcase information on topics that I assign in class.
I assign my students tasks that emphasize teacher-directed investigations with a known outcome (e.g., science experiments, mathematical problem solving, literary analysis) using the available digital tools and/or environmental resources.
I provide different formative and summative assessments that encourage students to demonstrate their content understanding in nontraditional ways.
My students use digital tools and/or environmental resources to participate in teacher-directed activities that require them to transfer their learning to a new situation.
My students use collaborative digital tools (e.g., Google Docs, social media, wikis) and/or environmental resources beyond the school building (e.g., community action groups, parents, elected officials) to create solutions for real world problems (e.g., bullying, health awareness, election apathy, global warming).
I promote, monitor, and model the ethical use of digital tools in my classroom (e.g., appropriate citing of resources, respecting copyright permissions).
I use digital tools to expand my communication opportunities with students, parents, and peers.
My students find innovative ways to use our school’s advanced digital tools (e.g., 1:1 mobile devices, digital media authoring tools, probeware with GPS systems) for inquiry-based learning opportunities that use social media.
I model and facilitate the effective use of current and emerging digital tools to support teaching and learning in my classroom.
I use digital tools to support my instruction (e.g., multimedia, online tutorials, online simulations, videos) so that students can better understand the content that I teach.
I alone use the classroom digital tools during instruction due to the amount of content that I have to cover by the end of eachmarking period.
My students use a variety of digital tools that support the evolving nature of my grade level content and promote student academic success.
My students readily self-select the most appropriate digital tool to aid them in completing any given task.
I employ learner-centered strategies (e.g., communities of inquiry, learning contracts) to address the diverse needs of my students using developmentally-appropriate digital tools.
My students use digital tools and/or environmental resources to participate in problem-solving activities with others beyond the classroom.
My students use digital tools and/or environmental resources for (1) collaboration, (2) publishing, and (3) research to tackle realworld questions, themes, and/or challenges within our community.
I model for my students the safe and legal use of digital tools while I am delivering content and/or confirming student understanding of pertinent concepts.
My students model the “correct and careful” use of digital tools (e.g., ethical usage, proper digital etiquette, protecting their personal information) and are aware of the consequences regarding their misuse.
I collaborate with others (e.g., students, faculty members, business experts) to explore creative applications of digital tools that improve student learning.
My students use digital tools and/or environmental resources to define real life problems and then find solutions that are grade level appropriate.
My students engage in standards-based applied learning projects that emphasize student investigations using digital tools.
I use student-centered performance assessments that involve students transferring what they have learned to a real world context using the available digital tools and/or environmental resources.
My students’ questions, interests, and readiness levels directly impact how I design learning activities that address the content standards.
My students use the classroom digital tools and/or environmental resources to engage in relevant, challenging, self-directed learning experiences that address the content standards.
My students complete online tasks that emphasize high level cognitive skills (e.g., Bloom—analyzing, evaluating, creating;Webb—strategic and extended thinking).
My students use digital tools and/or environmental resources to confirm their content understanding or to improve their basic math and literacy skills.
My students use digital tools and/or environmental resources to explore deeper content connections (e.g., analyzing data from surveys and experiments, making inferences from text passages) that require them to draw conclusions.
My students collaborate with me in setting both group and individual academic goals that provide opportunities for them to direct their own learning aligned to the content standards.
I promote global awareness in my classroom by providing students with digital opportunities to collaborate with others beyond the classroom.
My students apply their classroom content learning to real world situations within the local or global community using the digital tools at our disposal.
I reinforce specific content standards and confirm student learning using digital tools (e.g., discussion forums, digital student response system, wikis, blogs) and/or environmental resources (e.g., manipulatives, graphic organizers, dioramas).
My students self-select digital tools and/or environmental resources for higher-order thinking and personal inquiry related to project-based learning (PBL) experiences.
My students use all forms of the most advanced digital tools to pursue collaborative problem-solving opportunities of personal and/or social importance.
I use digital tools and resources to differentiate the content, process, and/or product of learning experiences.
I promote the effective use of digital tools on my campus and within my professional community.
I consider how my students will apply what they have learned in class to the world they live in when planning group projects.
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