BALTIMORE, MD (2/26/03) --- Technology use in Maryland's public schools has not begun to reach its full potential, according to the latest online survey of technology in state schools.

Released today by the Maryland Business Roundtable for Education (MBRT), the survey indicates that while 70% of Maryland students regularly use computers for word processing, only 19% create databases or spreadsheets on a consistent basis. Less than 16% of schools report using technology to manipulate or analyze data on a regular basis, while a mere 12% use computers to perform measurements or collect data.

"The power of technology lies in the way in which it is used, and the new survey clearly shows that Maryland classrooms have barely begun to scratch the surface when it comes to the most complex and powerful uses of technology," says MBRT Executive Director June Streckfus.

The good news, according to Streckfus, is that access to technology in Maryland's public schools remains high, putting resources into the hands of those closest to the students. Despite using a higher standard to calculate the number of computers (computers with Pentium II processors or higher in the latest survey vs. 486 processors in previous surveys), the student-to-computer ratio statewide stands at the state target of 5-to-1.

The new survey indicates that the state's public schools continue to make steady progress toward established targets in a number of key areas. More than 92% of classrooms statewide, for example, are now able to access the Internet, up from 2% in 1997. Only Baltimore City and Prince George's County have less than 90% of classrooms connected to the Internet, with 68% and 88% respectively.

Cable TV reception currently is available in 87% of classrooms statewide, while 67% of schools maintain their own school web page.

"With technology and applications advancing at such a rapid rate, though, it is imperative for school systems to make a continuing investment in technology infrastructure, upgrading outdated computer equipment and software and enhancing professional development for teachers and administrators in order to sustain the progress that has been made to date," Streckfus cautions.

The survey points out the need for professional training that must accompany the purchase and use of new, higher level technology. While a relatively high percentage of teachers statewide currently use technology to communicate with other staff members (72%), maintain student data (76%), and record attendance and grades (81%), the numbers drop dramatically with more advanced applications.

For example, less than half (48%) of teachers statewide use technology to generate and administer tests. Only 34% use email to communicate with parents or guardians, while a mere 10% use technology for collaborative projects.

Teacher knowledge and skills with respect to technology also fell in the latest survey, although this is primarily attributable to the more stringent definitions now being used in the survey to determine intermediate computer and Internet use.

The new survey shows that 71% of teachers statewide understand computer file organization, use computer utilities to browse file structure, and know how to back-up files. Sixty-four percent are able to design classroom or homework activities which require students to use the Internet as a reference resource.

"Teachers must have the tools to teach well, and that means both the latest technology and the professional development that will allow them to regularly use that technology to its fullest extent," says Maryland State School Superintendent Dr. Nancy S. Grasmick.

Beyond professional development, Dr. Grasmick also notes that challenges remain in eliminating the digital divide in Maryland schools. The latest data show that the digital divide has decreased significantly when looking at student-to-computer ratios, with some of the highest poverty schools actually having more computers that meet the new, more stringent standards than more affluent schools. Schools with the highest poverty, however, remain below average in classroom Internet connectivity, teacher knowledge and skills, and students and administrator use of technology.

"It is the digital divide in student use that is of most concern," says Grasmick. "The survey shows that, in general, the higher the poverty level in schools, the less frequently technology will be used for tasks that require higher-level thinking and meaningful application of knowledge and skills. Given recent research that links improved student learning with these uses of technology, it is imperative to eliminate this gap."

Dr. Grasmick stresses that eliminating the gap means more than just access to technology. "Teachers, especially in these high-poverty schools, must have more professional development in using technology with their students, particularly for meaningful, challenging, and thought-provoking tasks," she says.

"Student learning is the bottom line," notes Robert Marshall, President and CEO of AWS Convergence Technologies and Chair of MBRT's Committee on Technology in Education. "We have made tremendous progress in acquiring technology infrastructure and establishing the connectivity needed in our schools. But the investment in technology cannot end there. Teachers and students must acquire and use meaningful content and apply technology as a tool to significantly improve learning."

The online survey - developed by Mr. Marshall, MBRT's Committee on Technology in Education, and two offices of the Maryland State Department of Education, the Office of Instructional Technology & School Library Media and the Office of Information Technology - has revolutionized Maryland's ability not only to collect data on what technology is in schools, but to analyze and report how it is being used, how it affects learning, and where it is not being used effectively.

Plans call for MBRT's Committee on Technology in Education to continue analyzing the data collected from the technology inventory, using findings as a planning tool in charting the state's strategic direction and in identifying future areas of concern.

The new MBRT survey results are posted online at www.mbrt.org and www.marylandpublicschools.org.