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(NAPSI)—If your kids are like most, they tell you they have too much homework. A recent University of Phoenix online study1 of more than 1,000 U.S. K−12 teachers, however, suggests that may not really be the case.
According to the survey, less than half of high school teachers assign three or more hours of homework a week, while 27 percent of all K−12 teachers assign an hour or less—or even no homework at all. This is in line with recent data from a Morning Consult survey commissioned by University of Phoenix, which found that 46 percent of American adults feel less than one hour of homework per day is appropriate for elementary school, and 38 percent feel less than two hours per day is appropriate for high school2.
“This data challenges the notion that American teachers are continuing a reliance on outside schoolwork,” says Pamela Roggeman, Ed.D., academic dean for the College of Education at University of Phoenix, which commissioned the study. “In reality, many educators are embracing new models of learning in lieu of traditional homework assignments. Teachers are opting for work outside of class that provides students with different experiences rather than just more ‘drill and skill’ practice.”
The survey also looked into in-class teaching practices, particularly the use of technology. It found that 63 percent of K−12 teachers use technology in the classroom daily, up from 55 percent in 2016. Laptops remain the most common resource, with 86 percent of teachers using them, but other technologies including educational apps (58 percent) and 3-D printers (21 percent) are on the rise. Forty-one percent of teachers use social media in the classroom, up from 32 percent in 2016.
Surprisingly, many educators nevertheless remain wary of technology’s effect on learning. Although 63 percent of teachers say edtech helps create a more interactive learning experience, 25 percent still feel intimidated by students’ knowledge and use of technology. Meanwhile, 71 percent of teachers feel personal devices make it more difficult for students to pay attention in group settings.
Dr. Roggeman notes, “New technology can serve as a useful resource for educators and students alike, which is why so many teachers have come to embrace it. That said, this data suggests that many teachers are introducing edtech cautiously. In some cases, they are unfamiliar with certain resources, but more often, they worry that personal devices will become an unwelcome distraction.”
Where Teachers Can Learn
University of Phoenix College of Education has been educating teachers and school administrators for more than 30 years. It provides bachelor’s and master’s degree programs for individuals who want to become teachers or current educators and administrators seeking advanced degrees to strengthen their professional knowledge. With education programs available throughout most of the U.S., the College of Education has a distinct grasp of the national education picture and priorities for teacher preparation. Faculty members on average bring more than 17 years of professional experience to the classroom. University of Phoenix is constantly innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives.
Where You Can Learn More
For further information about teacher preparation programs, continuing teacher education and professional development programs at University of Phoenix, visit www.phoenix.edu/education. For information about all University of Phoenix programs, including on-time completion rates and the median debt incurred by students who completed the program, visit www.phoenix.edu/programs/gainful-employment.
For important information about the educational debt, earnings and completion rates of students who attended these programs, visit: www.phoenix.edu/programs/gainful-employment.
1This survey was conducted online within the U.S. by Harris Poll on behalf of University of Phoenix between March 29 and April 3, 2017 among 1,001 U.S. adults aged 18 and older who are full-time employed as teachers in grades K−12 with at least an undergraduate degree.
2This poll was conducted from June 15−19, 2017, among a national sample of 2,528 adults. E-interviews were conducted online and the data were weighted to approximate a target sample of adults based on age, race/ethnicity, gender, educational attainment and region. Results from the full survey have a margin of error of plus or minus two percentage points.
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