The North Carolina Teacher Working Conditions Survey is administered statewide to educators, and has received over 100,000 responses in each of its biennial iterations (http://www.ncteachingconditions.org/about). As one component of the NC-Digital Learning Plan work, the Friday Institute analyzed data items from the survey related to teachers’ access to technology and their professional development concerning instructional technology. Survey items are asked on a 5-point scale (from Strongly Disagree to Strongly Agree), and the figures below depict the proportion of teachers in each LEA who agree or strongly agree with the three presented survey items.

Figure 1. Proportion of teacher respondents who Agree or Strongly Agree that the reliability and speed of Internet connections in this school are sufficient to support instructional practices.

Figure 1. Proportion of teacher respondents who Agree or Strongly Agree that the reliability and speed of Internet connections in this school are sufficient to support instructional practices.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient training to fully utilize instructional technology.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient training to fully utilize instructional technology.