Inaugural Houghton Mifflin Harcourt Educator
Confidence Report, which measures teacher sentiment nationwide,
reveals opportunities and challenges on the rise
Global learning company Houghton Mifflin Harcourt (HMH)
announced today the launch of the HMH Educator Confidence Report, a
new annual report that surveys over 1,000 teachers and school and
district administrators across the United States on a range of
issues, including top areas of concern and excitement, technology
use in classrooms, and plans to remain in or leave the teaching
profession.
The inaugural survey found strong digital adoption driving
optimism among educators within an increasingly challenging
environment, as well as significant concern over student data
privacy. Top findings include:
- Almost all educators surveyed (97%) use
some form of digital content, with more than 50% using
apps/websites/digital games in classrooms;
- Two-thirds, however, cite infrequent
use of digital tools for various learning purposes, with only 23%
using the most prevalent form of classroom technology on a daily
basis;
- 58% of educators are either “very” or
“somewhat” concerned about student data privacy;
- Teachers and administrators have
differing perceptions on key issues, including online assessment
and adaptive learning activities in classrooms.
“There is no denying that the education sector is undergoing an
exciting – and challenging – transformation. Understanding the
views of the teachers who are navigating this transformation is
crucial,” said HMH Chief Content Officer Mary Cullinane. “There is
no one size fits all, which is why it is so important educator
voices are heard and their real needs understood. We must listen to
our teachers to ensure they are enabled with support that will
actually help them improve educational outcomes for their
students.”
The results reflect reason for optimism despite a generally
challenging environment, with access to technology driving positive
sentiment among educators. Out of the 97% of educators who use some
type of digital material in their classrooms and/or school
districts, the most common resources were:
- Free/open-educational resources (used
by 71% of respondents) and videos (66%);
- Digital versions of instructional
materials and interactive whiteboards (both 54%);
- Apps/websites/digital games (51%).
Despite the high percentage of educators using some form of
digital tool, the survey showed plenty of room for growth. For
example, the most commonly cited classroom technology – student
laptop/desktop – is used “daily” by only 23% of respondents, with
18% using it “often” (3-4 times per week) and 23% “sometimes” (1-2
times per week). The majority of respondents said their students
use digital tools “rarely” (1-2 times per month) or “never” to turn
in an assignment (63%), take an assessment (65%), or engage with
each other for learning purposes (68%), indicating an opportunity
for more effective technology integration in schools.
The report also revealed a gap between school teachers and
district administrators in the reported use of digitally-enhanced
instruction, suggesting that increased professional development
could spur stronger digital outcomes. For example, 77% of
administrators said interactive white boards were used compared to
52% of classroom teachers, a difference of 25 percentage points. A
similar disparity exists when it comes to the reported use of open
educational resources (87% vs. 70%), online assessments (66% vs.
42%), learning management systems (64% vs. 36%), and adaptive
learning content (49% vs. 35%). The results also indicate a
technology gender gap: 80% of CTOs/CIOs in the survey were male,
compared to 20% female.
Educators are coming to terms with issues regarding student data
privacy. 41% said they were “very aware” of the privacy policies of
the products used by students, with 48% “somewhat aware” and 10%
“not aware.” 17% of respondents said they were “very concerned”
with the risks associated with the collection and use of student
data, while 41% expressed they were “somewhat concerned” (33% were
“not very” and 9% “not at all” concerned).
The results also showed that educators are experiencing benefits
from technology-enhanced instruction, with improved student
engagement (60%), better student access to instructional content
(55%), and the ability to deliver individualized instruction (48%)
the top three benefits seen.
Despite digital advances, the professional landscape remains
challenging for teachers. Less than half (41%) of educators feel
positive about the state of the teaching profession in America
today, while only 13% feel more positive compared to five years
ago. These figures compare to 64% who feel more negative and 23%
who recorded no change in sentiment.
The challenging environment was reflected in educators’ most
overriding concerns, which included:
- Lack of funding (cited by 66% of
respondents as a worry);
- The implications of teacher
accountability requirements (63%);
- Meeting new standards-aligned
assessment requirements (58%);
- Lack of technology devices in
classrooms, lack of classroom autonomy and lack of differentiated
lessons for students who require intervention (all three tied for
fourth place at 36%).
While new assessments are listed as a concern by the majority of
respondents, a shift in standards requiring more critical thinking
from students was listed as a reason for excitement by 41%,
indicating that debate over standards could be influencing educator
sentiment. When asked what they need most, however, the number one
need teachers identified was more engagement from parents (listed
by 60% of respondents). This need outweighed more time to cover
curriculum (52%), technology devices for students in class (46%),
and more funding (also 46%).
Educator confidence was buoyed by the prospect of collaboration,
with 48% of respondents listing cooperation with colleagues to
develop engaging instruction for students a reason to be excited
about the next 2-3 years of education. Other areas for excitement
include more opportunities for real-world application in curriculum
and assessment (42%) and increased access to the latest technology
(41%) and online learning tools (38%).
“This data shows that the environment for educators is visibly
challenging, with new standards and technology driving both anxiety
and optimism. It is our job to help teachers grappling with these
changes; we need to create digital solutions that are designed with
simplicity and engagement in mind. That, together with effective
technology training and meaningful opportunities to collaborate,
can help reduce anxiety and support teachers’ confidence as a
whole,” said Mary Cullinane.
The independent survey was conducted by the market research
agency MDR on behalf of HMH. To view the full report, visit
http://learn.hmhco.com/ECR2015.
About Houghton Mifflin Harcourt
Houghton Mifflin Harcourt (NASDAQ:HMHC) is a global learning
company dedicated to changing people’s lives by fostering
passionate, curious learners. As a leading provider of pre-K–12
education content, services, and cutting-edge technology solutions
across a variety of media, HMH enables learning in a changing
landscape. HMH is uniquely positioned to create engaging and
effective educational content and experiences from early childhood
to beyond the classroom. HMH serves more than 50 million students
in over 150 countries worldwide, while its award-winning children's
books, novels, non-fiction, and reference titles are enjoyed by
readers throughout the world. For more information, visit
www.hmhco.com.
Follow HMH on Twitter, Facebook and YouTube.
Forward-Looking Statements
This news release may contain certain statements that are not
historical facts, including information regarding our intentions,
beliefs or current expectations concerning, among other things, our
results of operations, financial condition, liquidity, prospects,
growth, strategies, the industry in which we operate and potential
business decisions. Those statements constitute “forward-looking
statements” within the meaning of the Private Securities Litigation
Reform Act of 1995. Forward-looking statements involve known and
unknown risks, uncertainties and other factors that could cause our
actual results to differ materially from the results expressed in
or implied by our forward-looking statements, including, but not
limited to, changes in state and local education funding and/or
related programs, legislation and procurement processes; adverse or
worsening economic trends or the continuation of current economic
conditions; changes in consumer demand for, and acceptance of, our
products; industry cycles and trends; conditions and/or changes in
the publishing industry; and other factors discussed in our news
releases, public statements and/or filings with the U.S. Securities
and Exchange Commission, including our most recent Annual and
Quarterly Reports on Form 10-K and Form 10-Q. We undertake no
obligation, and do not expect, to publicly update or publicly
revise any forward-looking statement, whether as a result of new
information, future events or otherwise.
View source
version on businesswire.com: http://www.businesswire.com/news/home/20150624005378/en/
Houghton Mifflin HarcourtJennifer Berlin,
617-351-5270Jennifer.Berlin@hmhco.comDirector, Corporate
Communications
Houghton Mifflin Harcourt (NASDAQ:HMHC)
Historical Stock Chart
From Jun 2024 to Jul 2024
Houghton Mifflin Harcourt (NASDAQ:HMHC)
Historical Stock Chart
From Jul 2023 to Jul 2024