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.

Question Title

* 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.

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
Digitizing paper-based content for easier presentation, modification and distribution 1: Low (used by less than 25% of JA students)	Digitizing paper-based content for easier presentation, modification and distribution 2: Moderate (used by 25-75% of JA students)	Digitizing paper-based content for easier presentation, modification and distribution 3: High (used by 75% or more of JA students)	Digitizing paper-based content for easier presentation, modification and distribution N/A
Please describe if appropriate.
Blended learning (using a combination of paper-based and online learning approaches)
Blended learning (using a combination of paper-based and online learning approaches) 1: Low (used by less than 25% of JA students)	Blended learning (using a combination of paper-based and online learning approaches) 2: Moderate (used by 25-75% of JA students)	Blended learning (using a combination of paper-based and online learning approaches) 3: High (used by 75% or more of JA students)	Blended learning (using a combination of paper-based and online learning approaches) N/A
Please describe if appropriate.
Centrally storing curriculum content in a digital repository (i.e., a Learning Management System)
Centrally storing curriculum content in a digital repository (i.e., a Learning Management System) 1: Low (used by less than 25% of JA students)	Centrally storing curriculum content in a digital repository (i.e., a Learning Management System) 2: Moderate (used by 25-75% of JA students)	Centrally storing curriculum content in a digital repository (i.e., a Learning Management System) 3: High (used by 75% or more of JA students)	Centrally storing curriculum content in a digital repository (i.e., a Learning Management System) N/A
Please describe if appropriate.
Using technology to assess impact of programs
Using technology to assess impact of programs 1: Low (used by less than 25% of JA students)	Using technology to assess impact of programs 2: Moderate (used by 25-75% of JA students)	Using technology to assess impact of programs 3: High (used by 75% or more of JA students)	Using technology to assess impact of programs N/A
Please describe if appropriate.
Volunteers remotely mentoring students or teaching classes
Volunteers remotely mentoring students or teaching classes 1: Low (used by less than 25% of JA students)	Volunteers remotely mentoring students or teaching classes 2: Moderate (used by 25-75% of JA students)	Volunteers remotely mentoring students or teaching classes 3: High (used by 75% or more of JA students)	Volunteers remotely mentoring students or teaching classes N/A
Please describe if appropriate.
Streaming and recording presentations from subject matter experts
Streaming and recording presentations from subject matter experts 1: Low (used by less than 25% of JA students)	Streaming and recording presentations from subject matter experts 2: Moderate (used by 25-75% of JA students)	Streaming and recording presentations from subject matter experts 3: High (used by 75% or more of JA students)	Streaming and recording presentations from subject matter experts N/A
Please describe if appropriate.
Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.)
Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.) 1: Low (used by less than 25% of JA students)	Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.) 2: Moderate (used by 25-75% of JA students)	Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.) 3: High (used by 75% or more of JA students)	Students interacting via online collaboration spaces with other students and/or others (teachers, volunteers, SMEs, etc.) N/A
Please describe if appropriate.
Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand
Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand 1: Low (used by less than 25% of JA students)	Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand 2: Moderate (used by 25-75% of JA students)	Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand 3: High (used by 75% or more of JA students)	Using simulation/gaming to create immersive business environments that are engaging, interactive and available on demand N/A
Please describe if appropriate.
Any other use of EdTech not listed above
Any other use of EdTech not listed above 1: Low (used by less than 25% of JA students)	Any other use of EdTech not listed above 2: Moderate (used by 25-75% of JA students)	Any other use of EdTech not listed above 3: High (used by 75% or more of JA students)	Any other use of EdTech not listed above N/A
Please describe if appropriate.

Question Title

* 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?

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 the future of JA. Without it we will lose relevance to students who are increasingly using technology in and out of school. 1: Strongly disagree	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. 2: Disagree	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. 3: Neutral	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. 4: 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. 5: Strongly agree
EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them.
EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them. 1: Strongly disagree	EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them. 2: Disagree	EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them. 3: Neutral	EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them. 4: Agree	EdTech is critical to demonstrating impact and innovation with funders, who will help us maintain and/or grow our relationships with them. 5: Strongly agree
EdTech is one of the highest priorities in my area.
EdTech is one of the highest priorities in my area. 1: Strongly disagree	EdTech is one of the highest priorities in my area. 2: Disagree	EdTech is one of the highest priorities in my area. 3: Neutral	EdTech is one of the highest priorities in my area. 4: Agree	EdTech is one of the highest priorities in my area. 5: Strongly agree
Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet).
Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet). 1: Strongly disagree	Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet). 2: Disagree	Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet). 3: Neutral	Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet). 4: Agree	Students in my geographical area have access to the resources necessary to implement EdTech programs (e.g. smartphones, computers, high speed internet). 5: Strongly agree
We have the resources to successfully train JA staff and volunteers in EdTech-based solutions.
We have the resources to successfully train JA staff and volunteers in EdTech-based solutions. 1: Strongly disagree	We have the resources to successfully train JA staff and volunteers in EdTech-based solutions. 2: Disagree	We have the resources to successfully train JA staff and volunteers in EdTech-based solutions. 3: Neutral	We have the resources to successfully train JA staff and volunteers in EdTech-based solutions. 4: Agree	We have the resources to successfully train JA staff and volunteers in EdTech-based solutions. 5: Strongly agree
EdTech could potentially detract from personal interactions with students.
EdTech could potentially detract from personal interactions with students. 1: Strongly disagree	EdTech could potentially detract from personal interactions with students. 2: Disagree	EdTech could potentially detract from personal interactions with students. 3: Neutral	EdTech could potentially detract from personal interactions with students. 4: Agree	EdTech could potentially detract from personal interactions with students. 5: Strongly agree

Please provide any additional comments.

Question Title

* 3. On a scale of 1 (strongly disagree) to 5 (strongly agree), please evaluate the following perceived benefits of EdTech.

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 additional students in currently served age ranges 1: Strongly disagree	To expand reach to additional students in currently served age ranges 2: Disagree	To expand reach to additional students in currently served age ranges 3: Neutral	To expand reach to additional students in currently served age ranges 4: Agree	To expand reach to additional students in currently served age ranges 5: Strongly agree	To expand reach to additional students in currently served age ranges N/A
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 expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school 1: Strongly disagree	To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school 2: Disagree	To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school 3: Neutral	To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school 4: Agree	To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school 5: Strongly agree	To expand reach to young people in age ranges you may not currently serve (e.g., 21-25) or who are not in school N/A
To engage students more effectively
To engage students more effectively 1: Strongly disagree	To engage students more effectively 2: Disagree	To engage students more effectively 3: Neutral	To engage students more effectively 4: Agree	To engage students more effectively 5: Strongly agree	To engage students more effectively N/A
To facilitate multi-region programming
To facilitate multi-region programming 1: Strongly disagree	To facilitate multi-region programming 2: Disagree	To facilitate multi-region programming 3: Neutral	To facilitate multi-region programming 4: Agree	To facilitate multi-region programming 5: Strongly agree	To facilitate multi-region programming N/A
To improve impact assessment
To improve impact assessment 1: Strongly disagree	To improve impact assessment 2: Disagree	To improve impact assessment 3: Neutral	To improve impact assessment 4: Agree	To improve impact assessment 5: Strongly agree	To improve impact assessment N/A
To attract/maintain sponsors or funders
To attract/maintain sponsors or funders 1: Strongly disagree	To attract/maintain sponsors or funders 2: Disagree	To attract/maintain sponsors or funders 3: Neutral	To attract/maintain sponsors or funders 4: Agree	To attract/maintain sponsors or funders 5: Strongly agree	To attract/maintain sponsors or funders N/A
To reduce cost of delivery and improve the organization’s ability to scale
To reduce cost of delivery and improve the organization’s ability to scale 1: Strongly disagree	To reduce cost of delivery and improve the organization’s ability to scale 2: Disagree	To reduce cost of delivery and improve the organization’s ability to scale 3: Neutral	To reduce cost of delivery and improve the organization’s ability to scale 4: Agree	To reduce cost of delivery and improve the organization’s ability to scale 5: Strongly agree	To reduce cost of delivery and improve the organization’s ability to scale N/A
To improve the ease of updating/customizing programs
To improve the ease of updating/customizing programs 1: Strongly disagree	To improve the ease of updating/customizing programs 2: Disagree	To improve the ease of updating/customizing programs 3: Neutral	To improve the ease of updating/customizing programs 4: Agree	To improve the ease of updating/customizing programs 5: Strongly agree	To improve the ease of updating/customizing programs N/A
To lessen dependence on volunteers
To lessen dependence on volunteers 1: Strongly disagree	To lessen dependence on volunteers 2: Disagree	To lessen dependence on volunteers 3: Neutral	To lessen dependence on volunteers 4: Agree	To lessen dependence on volunteers 5: Strongly agree	To lessen dependence on volunteers N/A
To make training volunteers easier and more effective
To make training volunteers easier and more effective 1: Strongly disagree	To make training volunteers easier and more effective 2: Disagree	To make training volunteers easier and more effective 3: Neutral	To make training volunteers easier and more effective 4: Agree	To make training volunteers easier and more effective 5: Strongly agree	To make training volunteers easier and more effective N/A

Please provide any additional comments.

Question Title

* 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.

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 overall strategic direction for incorporating EdTech-based programs into your curriculum. 1: Strongly disagree	Provide overall strategic direction for incorporating EdTech-based programs into your curriculum. 2: Disagree	Provide overall strategic direction for incorporating EdTech-based programs into your curriculum. 3: Neutral	Provide overall strategic direction for incorporating EdTech-based programs into your curriculum. 4: Agree	Provide overall strategic direction for incorporating EdTech-based programs into your curriculum. 5: Strongly agree
Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities.
Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities. 1: Strongly disagree	Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities. 2: Disagree	Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities. 3: Neutral	Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities. 4: Agree	Provide guidelines for developing EdTech programs -- either in-house or with partners -- and help evaluate specific partnership opportunities. 5: Strongly agree
Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing.
Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing. 1: Strongly disagree	Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing. 2: Disagree	Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing. 3: Neutral	Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing. 4: Agree	Develop a clearinghouse of all JA EdTech initiatives so that I can be more aware of what other countries/regions are doing. 5: Strongly agree
Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations.
Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations. 1: Strongly disagree	Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations. 2: Disagree	Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations. 3: Neutral	Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations. 4: Agree	Develop technology tools that make impact measurement of programs easier and/or more consistent across member nations. 5: Strongly agree
Identify best practices in EdTech and help roll them out across the network.
Identify best practices in EdTech and help roll them out across the network. 1: Strongly disagree	Identify best practices in EdTech and help roll them out across the network. 2: Disagree	Identify best practices in EdTech and help roll them out across the network. 3: Neutral	Identify best practices in EdTech and help roll them out across the network. 4: Agree	Identify best practices in EdTech and help roll them out across the network. 5: Strongly agree
Help the JA network develop a common set of EdTech platforms.
Help the JA network develop a common set of EdTech platforms. 1: Strongly disagree	Help the JA network develop a common set of EdTech platforms. 2: Disagree	Help the JA network develop a common set of EdTech platforms. 3: Neutral	Help the JA network develop a common set of EdTech platforms. 4: Agree	Help the JA network develop a common set of EdTech platforms. 5: Strongly agree
Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives.
Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives. 1: Strongly disagree	Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives. 2: Disagree	Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives. 3: Neutral	Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives. 4: Agree	Develop global EdTech partnerships and then serve as “matchmakers” between those partners and member countries to incubate new initiatives. 5: Strongly agree
Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay).
Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay). 1: Strongly disagree	Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay). 2: Disagree	Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay). 3: Neutral	Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay). 4: Agree	Reduce the time and cost to Members by delivering EdTech opportunities directly to students globally and regionally (i.e. Social Innovation Relay). 5: Strongly agree
Develop cross-regional EdTech programs that leverage our unique worldwide perspective.
Develop cross-regional EdTech programs that leverage our unique worldwide perspective. 1: Strongly disagree	Develop cross-regional EdTech programs that leverage our unique worldwide perspective. 2: Disagree	Develop cross-regional EdTech programs that leverage our unique worldwide perspective. 3: Neutral	Develop cross-regional EdTech programs that leverage our unique worldwide perspective. 4: Agree	Develop cross-regional EdTech programs that leverage our unique worldwide perspective. 5: Strongly agree

Please provide additional comments. Are there other ways that JAWW and the ROC should support EdTech?

Question Title

* 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:

1: Strongly disagree	2: Disagree	3: Neutral	4: Agree	5: Strongly agree	N/A
Volunteer resistance
Volunteer resistance 1: Strongly disagree	Volunteer resistance 2: Disagree	Volunteer resistance 3: Neutral	Volunteer resistance 4: Agree	Volunteer resistance 5: Strongly agree	Volunteer resistance N/A
Need to retrain volunteers
Need to retrain volunteers 1: Strongly disagree	Need to retrain volunteers 2: Disagree	Need to retrain volunteers 3: Neutral	Need to retrain volunteers 4: Agree	Need to retrain volunteers 5: Strongly agree	Need to retrain volunteers N/A
Need to retrain JA staff
Need to retrain JA staff 1: Strongly disagree	Need to retrain JA staff 2: Disagree	Need to retrain JA staff 3: Neutral	Need to retrain JA staff 4: Agree	Need to retrain JA staff 5: Strongly agree	Need to retrain JA staff N/A
Access of students to the necessary technology (e.g., smart phones, computers, high speed internet)
Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) 1: Strongly disagree	Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) 2: Disagree	Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) 3: Neutral	Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) 4: Agree	Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) 5: Strongly agree	Access of students to the necessary technology (e.g., smart phones, computers, high speed internet) N/A
Different marketing strategies required to attract students
Different marketing strategies required to attract students 1: Strongly disagree	Different marketing strategies required to attract students 2: Disagree	Different marketing strategies required to attract students 3: Neutral	Different marketing strategies required to attract students 4: Agree	Different marketing strategies required to attract students 5: Strongly agree	Different marketing strategies required to attract students N/A
Lack of staff resources to implement
Lack of staff resources to implement 1: Strongly disagree	Lack of staff resources to implement 2: Disagree	Lack of staff resources to implement 3: Neutral	Lack of staff resources to implement 4: Agree	Lack of staff resources to implement 5: Strongly agree	Lack of staff resources to implement N/A
Localization required of selected EdTech-based course offerings
Localization required of selected EdTech-based course offerings 1: Strongly disagree	Localization required of selected EdTech-based course offerings 2: Disagree	Localization required of selected EdTech-based course offerings 3: Neutral	Localization required of selected EdTech-based course offerings 4: Agree	Localization required of selected EdTech-based course offerings 5: Strongly agree	Localization required of selected EdTech-based course offerings N/A
Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet)
Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) 1: Strongly disagree	Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) 2: Disagree	Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) 3: Neutral	Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) 4: Agree	Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) 5: Strongly agree	Cost to implement and maintain the necessary technology in the classroom and/or JA facility (e.g. computers, projectors, high-speed internet) N/A
Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction
Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction 1: Strongly disagree	Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction 2: Disagree	Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction 3: Neutral	Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction 4: Agree	Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction 5: Strongly agree	Restrictions that prevent students from bringing their own devices into the classroom for the purposes of JA-based instruction N/A

Please provide any additional comments

Question Title

* 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.

	1: Low (less than 25%)	2: Moderate (25%-75%)	3: High (more than 75%)
Student-owned smart phone	Student-owned smart phone 1: Low (less than 25%)	Student-owned smart phone 2: Moderate (25%-75%)	Student-owned smart phone 3: High (more than 75%)
Please provide additional comments
Student-owned tablet or computer	Student-owned tablet or computer 1: Low (less than 25%)	Student-owned tablet or computer 2: Moderate (25%-75%)	Student-owned tablet or computer 3: High (more than 75%)
Please provide additional comments
High speed internet at home	High speed internet at home 1: Low (less than 25%)	High speed internet at home 2: Moderate (25%-75%)	High speed internet at home 3: High (more than 75%)
Please provide additional comments
Tablet or computer in the classroom	Tablet or computer in the classroom 1: Low (less than 25%)	Tablet or computer in the classroom 2: Moderate (25%-75%)	Tablet or computer in the classroom 3: High (more than 75%)
Please provide additional comments
High-speed internet in the classroom	High-speed internet in the classroom 1: Low (less than 25%)	High-speed internet in the classroom 2: Moderate (25%-75%)	High-speed internet in the classroom 3: High (more than 75%)
Please provide additional comments
Tablet or computer in a public space (e.g. library, community center)	Tablet or computer in a public space (e.g. library, community center) 1: Low (less than 25%)	Tablet or computer in a public space (e.g. library, community center) 2: Moderate (25%-75%)	Tablet or computer in a public space (e.g. library, community center) 3: High (more than 75%)
Please provide additional comments
High speed internet in a public space (e.g. library, community center)	High speed internet in a public space (e.g. library, community center) 1: Low (less than 25%)	High speed internet in a public space (e.g. library, community center) 2: Moderate (25%-75%)	High speed internet in a public space (e.g. library, community center) 3: High (more than 75%)
Please provide additional comments

Question Title

* 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?

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.
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. 1: Not at all 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. 2: Somewhat 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. 3: Moderately 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. 4: Very 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. 5: Extremely effective
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.).
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.). 1: Not at all effective	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.). 2: Somewhat effective	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.). 3: Moderately effective	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.). 4: Very effective	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.). 5: Extremely effective
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'.
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'. 1: Not at all effective	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'. 2: Somewhat effective	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'. 3: Moderately effective	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'. 4: Very effective	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'. 5: Extremely effective
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.
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. 1: Not at all effective	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. 2: Somewhat effective	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. 3: Moderately effective	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. 4: Very effective	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. 5: Extremely effective
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.
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. 1: Not at all effective	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. 2: Somewhat effective	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. 3: Moderately effective	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. 4: Very effective	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. 5: Extremely effective
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.
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. 1: Not at all effective	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. 2: Somewhat effective	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. 3: Moderately effective	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. 4: Very effective	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. 5: Extremely effective
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.
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. 1: Not at all effective	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. 2: Somewhat effective	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. 3: Moderately effective	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. 4: Very effective	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. 5: Extremely effective
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.
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. 1: Not at all effective	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. 2: Somewhat effective	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. 3: Moderately effective	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. 4: Very effective	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. 5: Extremely effective

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* 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?

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.
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. 1: Not at all 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. 2: Somewhat 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. 3: Moderately 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. 4: Very 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. 5: Extremely effective
Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers.
Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers. 1: Not at all effective	Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers. 2: Somewhat effective	Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers. 3: Moderately effective	Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers. 4: Very effective	Internal Training: Videos and other online tools to improve and certify the abilities of staff, volunteers and teachers. 5: Extremely effective
Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data.
Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 1: Not at all effective	Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 2: Somewhat effective	Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 3: Moderately effective	Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 4: Very effective	Impact Measurement: A technology solution that allows member nations to send JAWW consistent impact measurement data. 5: Extremely effective

Please provide additional comments

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* 9. Please provide your position below.

National Leader

ROC/ JAWW Staff

National Staff

Other (please specify)

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* 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.

Name (Optional)

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