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Fast Response Survey System (FRSS): Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (ICPSR 35531)

Released/updated on: 2016-05-02
Geographic coverage: United States
Time period: 2008-01-01--2009-01-01

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Reported data are weighted to produce national estimates of the sampled education sector. The sample size permits limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables.

The Teachers' Use of Educational Technology in U.S. Public Schools, 2009 survey provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. A stratified multistage sample design was used to select teachers for this study. Data collection was conducted September 2008 through July 2009, and 3,159 eligible teachers completed the survey by web, mail, fax, or telephone.

The survey asked respondents to report information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities. Respondents reported quantities for the following: computers located in the classroom every day, computers that can be brought into the classroom, and computers with Internet access. Data on the availability and frequency of using computers and other technology devices during instructional time were also collected. Respondents reported on students' use of educational technology resources during classes and teachers' use of modes of technology to communicate with parents and students. Additional survey topics included teacher training and preparation to effectively use educational technology for instruction, and teachers' opinions related to statements about their participation in professional development for educational technology. Respondents were also asked for administrative information such as school instructional level, school enrollment size, main teaching assignment, and years of experience.

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Global Digital Activism Data Set, 2013 (ICPSR 34625)

Released/updated on: 2014-06-12
Geographic coverage: Papua New Guinea, Cambodia, Paraguay, Kazakhstan, Syria, Solomon Islands, Bahamas, Gibralter, Montserrat, Mali, Marshall Islands, Panama, Guadeloupe, Virgin Islands of the United States, Laos, Argentina, Falkland Islands, Seychelles, Zambia, Belize, Bahrain, Guinea-Bissau, Namibia, Finland, Comoros, Faroe Islands, Yemen, Puerto Rico, Eritrea, China (Peoples Republic), Madagascar, Aruba, Ivory Coast, Libya, Western Samoa, Sweden, Malawi, Andorra, Liechtenstein, Poland, Jordan, Bulgaria, Tunisia, Channel Islands, United Arab Emirates, Tuvalu, Kenya, French Polynesia, Lebanon, Djibouti, Brunei, Azerbaijan, Cuba, Czech Republic, Mauritania, Saint Lucia, Mayotte, Israel, San Marino, Australia, Bonaire, Tajikistan, Myanmar, Cameroon, Cyprus, Northern Mariana Islands, Bermuda Islands, Malaysia, Iceland, Global, Oman, Armenia, Gabon, Luxembourg, Brazil, Turks and Caicos Islands, Algeria, Slovenia, Antigua and Barbuda, Ecuador, Colombia, Moldova, Vanuatu, Italy, Honduras, Micronesia (Federated States), Nauru, Haiti, Afghanistan, Burundi, Singapore, French Guiana, American Samoa, Vatican City, Russia, Netherlands, Martinique, Saint Pierre and Miquelon, Kyrgyzstan, Reunion, Bhutan, Romania, Togo, Philippines, Uzbekistan, Democratic Republic of Congo, British Virgin Islands, Zimbabwe, Montenegro, Indonesia, Dominica, Benin, Angola, Sudan, East Timor, Saba, Portugal, New Caledonia, Grenada, Greece, Cayman Islands, Mongolia, Latvia, Morocco, Iran, Bosnia-Hercegovina, Guatemala, Guyana, Iraq, Chile, Nepal, Georgia (Republic), Isle of Man, Ukraine, Tanzania, Ghana, Anguilla, India, Canada, Maldives, Turkey, Belgium, Trinidad and Tobago, Central African Republic, Jamaica, Peru, Turkmenistan, Germany, Vietnam (Socialist Republic), Fiji, Tokelau, United States, Guinea, Chad, Somalia, Sao Tome and Principe, Thailand, Equatorial Guinea, Kiribati, Costa Rica, Pitcairn Island, Kuwait, Nigeria, Croatia, Uruguay, Sri Lanka, Cook Islands, United Kingdom, Switzerland, Spain, Palestine, Liberia, Venezuela, Burkina Faso, Swaziland, Palau, Estonia, Wallis and Futuna, Niue, South Korea, Austria, Mozambique, El Salvador, Monaco, Guam, Lesotho, Tonga, Hungary, Japan, Belarus, Curacao, Mauritius, Albania, Norfolk Island, New Zealand, Senegal, Macedonia, Ethiopia, Egypt, Sierra Leone, Bolivia, Malta, Saudi Arabia, Cape Verde, Saint Eustatius, Pakistan, Gambia, Ireland, Qatar, Slovakia, France, Serbia, Lithuania, Saint Kitts-Nevis, Niger, Rwanda, Bangladesh, Nicaragua, Barbados, Norway, Botswana, Saint Vincent and the Grenadines, Denmark, Dominican Republic, Mexico, Uganda, Suriname, Saint Helena, Greenland
Time period: 1982-01-01--2012-01-01
The Global Digital Activism Data Set (GDADS), released February 2013 by the Digital Activism Research Project (DARP) at the University of Washington in Seattle, features coded cases of online digital activism from 151 countries and dependent territories. Several features from each case of digital activism were documented, including the year that online action commenced, the country of origin of the initiator(s), the geographic scope of their campaign, and whether the action was online only, or also featured offline activities. Researchers were interested in the number and types of software applications that were used by digital activists. Specifically, information was collected on whether software applications were used to circumvent censorship or evade government surveillance, to transfer money or resources, to aid in co-creation by a collaborative group, or for purposes of networking, mobilization, information sharing, or technical violence (destructive/disruptive hacking). The collection illustrates the overall focus of each case of digital activism by defining the cause advanced or defended by the action, the initiator's diagnosis of the problem and its perceived origin, the identification of the targeted audience that the campaign sought to mobilize, as well as the target whose actions the initiators aimed to influence. Finally, each case of digital activism was evaluated in terms of its success or failure in achieving the initiator's objectives, and whether any other positive outcomes were apparent.
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Survey of Public Participation in the Arts, 1982-2008 [United States] (ICPSR 35527)

Released/updated on: 2015-03-31
Geographic coverage: United States
Time period: 1985-01-01--1985-06-01, 1996-06-01--1997-10-31, 2001-08-01--2002-08-01
The Survey of Public Participation in the Arts collects data on Americans' participation in the arts, including the performing arts, the visual arts, and the literary arts. The 1982, 1985 and 1992 surveys were conducted by the Bureau of the Census, as a supplement to a larger national survey, the National Crime Survey (NCS). The 1997 survey was conducted by Westat. The 2002 and 2008 surveys were conducted by the Bureau of Labor Statistics as a supplement to the Current Population Survey. Except for 1997, surveys were collected from a sample of U.S. households with the sample selected using a stratified, multistage, clustered design and drawn from Census Bureau population counts. All non-institutionalized adults living in the U.S. were eligible. In 1997, telephone interviews were conducted with a random national sample of U.S. adults ages 18 and over. Respondents were asked a core set of questions about their past-year participation in, and frequency of attending, art performances and events. Other questions varied across the years and are listed in the Description of Variables Section. The 1982 data have 19,837 cases and 419 variables; the 1985 data 16,152 cases and 397 variables; the 1992 data 18,775 cases and 344 variables; the 1997 data 12,349 cases and 335 variables; the 2002 data 17,135 cases and 572 variables; and the 2008 data 18,444 cases and 511 variables.
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