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JA Worldwide EdTech Survey

EdTech within the Junior Achievement Network

Technology Development for Program Delivery was one of the top three areas where the JA network thought JAWW could add the most value, according to the recent survey conducted by PwC as part of JAWW's strategic planning process. In an effort to be responsive to this request, JAWW has engaged Community Action Partners, a pro-bono consulting group comprised of alumni from Harvard Business and Kennedy Schools, to help us better understand how we can incorporate technology into our activities in a way that is responsive to the needs and desires of the JA network.  

This survey is designed to capture the current state of Educational Technology ("EdTech") being used within the network, as well as your preferences as to the types of initiatives on which JAWW should focus its efforts in the future.

For the purpose of this survey, we are defining EdTech as the use of digital technology to enhance the learning experience and/or quantify the impact of JA's programs.

As you respond to this survey, please answer with your particular area of responsibility (be it a country or region) in mind, not for JA overall.

All 9 questions below require an answer. Your opinions are important.  Thank you.
1.On a scale of 1 (low) to 3 (high), how extensive is your current use of EdTech?  Please respond NA if you are not using a particular technology at all.(Required.)
1: Low (used by less than 25% of JA students)
2: Moderate (used by 25-75% of JA students)
3: High (used by 75% or more of JA students)
N/A
Digitizing paper-based content for easier presentation, modification and distribution
Blended learning (using a combination of paper-based and online learning approaches)
Centrally storing curriculum content in a digital repository (i.e., a Learning Management System)
Using technology to assess impact of programs
Volunteers remotely mentoring students or teaching classes
Streaming and recording presentations from subject matter experts
Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.)
Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand
Any other use of EdTech not listed above
2.On a scale from 1 (strongly disagree) to 5 (strongly agree), to what extent do the following statements reflect your overall estimation of the importance of EdTech to JA?(Required.)
1: Strongly disagree
2: Disagree
3: Neutral
4: Agree
5: Strongly agree
EdTech is critical to the future of JA. Without it we will lose relevance to students who are increasingly using technology in and out of school.
EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them.
EdTech is one of the highest priorities in my area.
Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet).
We have the resources to successfully train JA staff and volunteers in EdTech-based solutions.
EdTech could potentially detract from personal interactions with students.
3.On a scale of 1 (strongly disagree) to 5 (strongly agree), please evaluate the following perceived benefits of EdTech. (Required.)
1: Strongly disagree
2: Disagree
3: Neutral
4: Agree
5: Strongly agree
N/A
To expand reach to additional students in currently served age ranges
To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school
To engage students more effectively
To facilitate multi-region programming
To improve impact assessment
To attract/maintain sponsors or funders
To reduce cost of delivery and improve the organization’s ability to scale
To improve the ease of updating/customizing programs
To lessen dependence on volunteers
To make training volunteers easier and more effective
4.On a scale of 1 (strongly disagree) to 5 (strongly agree), please evaluate the following statements regarding the potential roles that JAWW and the ROC could play in the organization’s EdTech strategy.(Required.)
1: Strongly disagree
2: Disagree
3: Neutral
4: Agree
5: Strongly agree
Provide overall strategic direction for incorporating EdTech-based programs into your curriculum.
Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities.
Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing.
Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations.
Identify best practices in EdTech and help roll them out across the network.
Help the JA network develop a common set of EdTech platforms.
Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives.
Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay).
Develop cross-regional EdTech programs that leverage our unique worldwide perspective.
5.There are potential barriers to EdTech adoption across regions. On a scale of 1(strongly disagree) to 5 (strongly agree) please rate how critical these potential issues may be in your area:(Required.)
1: Strongly disagree
2: Disagree
3: Neutral
4: Agree
5: Strongly agree
N/A
Volunteer resistance
Need to retrain volunteers
Need to retrain JA staff
Access of students to the necessary technology (e.g., smart phones, computers, high speed internet)
Different marketing strategies required to attract students
Lack of staff resources to implement
Localization required of selected EdTech-based course offerings
Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet)
Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction
6.Please use a scale of 1 (low) to 3 (high), to indicate student access to the following technology in your area. Student access to technology may vary by geography. Please provide additional comments to qualify your answer if appropriate.(Required.)
1: Low (less than 25%)
2: Moderate (25%-75%)
3: High (more than 75%)
Student-owned smart phone
Student-owned tablet or computer
High speed internet at home
Tablet or computer in the classroom
High-speed internet in the classroom
Tablet or computer in a public space (e.g. library, community center)
High speed internet in a public space (e.g. library, community center)
7.The following are examples of potential student-facing EdTech initiatives. On a scale of 1 (not at all effective) to 5 (highly effective) please indicate how effective these types of programs would be in your area?(Required.)
1: Not at all effective
2: Somewhat effective
3: Moderately effective
4: Very effective
5: Extremely effective
Q and A database app: A digital tool for students to find answers to common business questions ("How do I set a price for my product?" or "How do I create a P&L statement?"), reducing pressure to train teachers and volunteers.
Remote Live Mentoring: A tool that allows volunteers to mentor students without being in the classroom, which could expand the pool of JA mentors. The tool could bundle existing free resources (Skype, Google docs, a texting tool, etc.).
Inspirational Video Series: Leverage the power of the JA network giving students access to wisdom from successful business role models (e.g. Richard Branson, Bill Gates) in videos streamed 'live' and/or recorded for students to watch 'on demand'.
Global JA Company Program Website: Online platform allowing student teams to post their business profiles and collaborate with volunteers and teachers within or across geographies. Could facilitate 'virtual' multi-region COY competitions.
Career Development: Website with video modules covering topics like career decision-making, networking, and interviewing. Includes exposure to real-world work environments. Gives students a self-directed tool to help prepare them for the future.
Hands-on STEM programs: Partner with third-party companies to offer STEM skill-building programs. For example, partner with an educational robotics company to have students, working in teams, learn to build and program a robot.
Business Simulation: In-depth entrepreneurial simulation allowing students to experiment with realistic challenges and compete within or across regions (~enhanced JA Titan). Extends JA’s experiential learning approach to today's tech-savvy students.
Student Credentialing: A global version of the Entrepreneurial Skills Pass certifying student mastery over specific JA content. JA could then market this branded credential to employers or universities, enhancing school admission and job prospects.
8.The following are examples of potential internal EdTech initiatives. On a scale of 1 (not at all effective) to 5 (highly effective) please indicate how effective these types of programs would be in your area?(Required.)
1: Not at all effective
2: Somewhat effective
3: Moderately effective
4: Very effective
5: Extremely effective
Student Assessment: A mobile app with pre- and post-assessments for a variety of JA programs. The app would include tools for aggregating data and making easy comparisons across regions.
Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers.
Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 
9.Please provide your position below.(Required.)
10.If you would like to receive a summary of the survey findings, please enter your name and email address below. This information will not be used in analyzing the survey results.