Deconstruction, confusion and frequency: Surveying technology use by vocational teachers

This paper reports on a survey of the use of online technology by VET teachers and compares the survey method with similar research. While there is some comparison of results from similar surveys, this is not the central concern of the paper. It is argued that surveys into the adoption of technology for teaching and learning require the deconstruction of the functionalities of the technology in terms that are relevant to the respondent group. The use general and ill-defined terms such as online learning and elearning are ineffective in providing meaningful data on the uptake of technology for teaching and learning. My second contention is that surveys should provide an option for the respondent to indicate that they are either not sure or do not understand the question. Finally, I contend that effective surveying of technology for teaching and learning should collect data related to the frequency with which the respondent uses the specific functionality. In the absence of such data it is not possible to determine if the use is a novel experience that has not been repeated or the use of the functionality in a systematic manner.