The purpose of the School Technology Needs Assessment (STNA for teachers and STNA-S for students) is to help planners, policy makers, and decision makers collect and analyze needs-based data from the teachers' and students' perspectives pertaining to the implementation of technology-related initiatives, models, and frameworks for examining technology use in teaching and learning.

 

STNA and STNA-S are intended to determine the collective needs of a school, from the teachers' and students' perspectives, related to the use of technology in education settings. STNA and STNA-S provide information to help planners—administrators, technology and media specialists, and school or technology planning team members —make purchasing, resource allocation, or other decisions relating to technology. They also provide decision makers and policy makers with data to guide building- and district-level decisions about resource allocation, professional development, and school readiness for technology initiatives.

 

In general, STNA-S asks about the technology resources at your school, how students and teachers use technology, students' technology skills, and the benefits of using technology. STNA-S is expected to uncover student perceptions of the six constructs listed and described below. The Friday Institute is currently in the process of validating these constructs.

  • Resource Availability - This construct measures the extent to which technology resources are available for student and teacher use.

  • Infrastructure - Infrastructure refers to (a) robust and reliable connectivity that supports demands created by the learning, communication, and administrative requirements of the education system; in addition, it refers to (b) availability of modern technology equipment (e.g., computers, mobile devices, interactive whiteboards) and sufficient software.

  • Teacher Technology Use - Teacher Technology Use refers to the frequency and effectiveness with which teachers’ use technology (e.g., computers, mobile devices, interactive whiteboards) for school-related purposes (e.g., instruction, communication).

  • Technology Support - Technology Support refers to the support provided to students that assists with their technology-related learning and development, including technical support (e.g., hardware and software assistance), support with integrating technology into learning experiences, and communication; this support may come from peers, teachers, administrators, or professional staff such as media coordinators and technology facilitators.

  • Student Technology Use - This construct measures students' current use of technology for school-related purposes (e.g., learning, communication), as assessed from the student's perspective. This construct also assesses the frequency and purposes of student technology use.

  • Student Technology Skills - This construct measures how far along students are in their learning of technology skills. The construct assesses both basic and advanced knowledge and skills.

  • Impacts of Technology Use - This construct measures the impacts that technology use has on student interest, development of soft skills, learning, and achievement.

  • Development of 21st Century Skills - This construct measures the impacts that technology use has on student development of 21st century skills


The STNA-S collects perception data (what teachers think or feel) about a variety of broad areas of technology implementation in your school. Each construct examined by the STNA-S is thought to be beneficial for successful implementation of technology in teaching and learning settings. This means that it is generally good if a large number of staff members report that they “Strongly Agree” with a STNA-S item statement, or that they do something “Very Often” with technology in their classrooms. However, even schools with high levels of technology integration should expect to have items for which the most positive response options are not highly endorsed.  Results from the STNA-S are intended to provide a picture of your school as a whole, presented as frequencies and percentages of responses to all items, and as bar chart representations of those values.