Gender
1 = Male
2 = Female

years of professional experience
1 = 0-5 years
2 = 6-10 years
3 = 11-20 years
4 = 21+ years

Subjects taught or responsible for - 1
13 = Creative Arts (Art/Art & Design/Design technology/Food Technology)
70 = Humanities & Sport/PE & PSHE/ citizenship & ASDAN
75 = Humanities & Creative Arts& PSHE/ Citizenship
76 = Humanities & Sport/PE& PSHE/ Citizenship
80 = Creative Arts & Sport/PE& PSHE/ Citizenship
83 = Humanities & General studies & Critical Thinking
86 = Humanities & ICT & Creative Arts & Sport/PE
87 = Humanities & ICT & Creative Arts& PSHE/Citizenship
88 = Humanities & ICT & Sport/PE& PSHE/ Citizenship
89 = Humanities & Creative Arts & Sport/PE & PSHE/Citizenship
90 = ICT & Creative Arts & Sport/PE & PSHE/Citizenship
91 = ICT & Performance Arts & Sport/PE & PSHE
93 = Humanities & ICT & Creative Arts & PSHE/Citizenship & Business & Careers
94 = Humanities & ICT & Creative Arts & Sport/PE & PSHE/Citizenship
95 = Gives role of Head teacher/Assistant head teacher only
96 = Gives responsibility area only (e.g. assessment)

current role in school
1 = Department Head
2 = Subject Coordinator
3 = Class teacher
4 = (SENCO)
5 = Other

current role in school - 1
42 = Specialist teacher for Speech/Language/ Communication needs
43 = Teacher/Outreach manager for Autistic Spectrum Disorders
44 = Responsibility for coordinating teaching of Special Needs child

confidence in use digital learning resources - Presentations
1 = Very confident
2 = Confident
3 = Not very confident
4 = Not at all confident
5 = Not sure

create digital learning resources
1 = Yes, often
2 = Yes, sometimes
3 = No

Why create digital learning resources - 1
1 = To best meet the needs of my pupils
2 = Tailor them exactly to my needs
3 = To differentiate topics for SEN
4 = Specific to the needs of the lesson/subject
5 = To use materials specific to the local area
6 = To engage/motivate/stimulate the pupils
21 = Quicker/Easier to do myself
22 = Easy for pupils to access
23 = Easier to work with personalised resources
24 = Best/most efficient way on occasions
25 = Quality is better
26 = To provide variety
27 = To support departmental colleagues
28 = To improve quality of teaching and learning
29 = To collate/improve existing resources
30 = Reusable once created
31 = To break down topics to smaller pieces
41 = To record work/research
42 = For professional development
43 = Can be related to school and outreach
44 = School encourages it
91 = Other resources not available
92 = No time to create my own
98 = Other relevant/vague comment
99 = Irrelevant/Uncodeable comment

Sharing digital learning resources - With teachers and teaching support staff within my school
1 = Yes often
2 = Yes, sometimes
3 = No never
4 = do not create own digital learning resources

Sharing digital learning resources - 1
1 = Local authority staff/advisors
2 = Creative partnerships
3 = Sports College representatives
4 = Other agencies/Multi agencies
5 = University lecturers
6 = Network groups
7 = ASTs
8 = National/Regional Conference
9 = SEN Forum
10 = Early Years Practitioner
21 = PGCE students
22 = Trainee/student teachers
23 = NQTs
24 = Teachers on Science course
31 = Parents
32 = Pupils/Students
33 = School Council
34 = School Governors
35 = Class Support Staff
36 = Supply Staff
41 = Friends (e.g. who teach/have young children)
42 = Interested parties outside school
43 = Family members who are teachers
51 = Through own website
52 = Through 'share resources' websites
53 = TEACH.NET.UK
54 = teachertechnologies.com
55 = 'Restuff' online
56 = Via subject websites
57 = TES website
58 = Via teaching websites
59 = Sharing on VLE
61 = Write magazine articles
91 = Anyone visiting department
92 = When asked to do so
96 = Expands on ticked answer (e.g. by specifying department/subject)
98 = Other relevant/vague comment
99 = Irrelevant/Uncodeable comment

adapt resources originally created by others - Presentations
1 = at least once a week
2 = once every 2 to 3 weeks
3 = once a month
4 = once a term
5 = Less often
6 = Never

use digital learning resources when planning lessons - Software on CD-ROM/DVD
1 = all or most lessons
2 = more than half of lessons
3 = half of lessons
4 = Less than half of lessons
5 = rarely or never

Rating of curriculum-related software available - Fitness for purpose
1 = Very high
2 = Quite high
3 = Poor
4 = Very poor
5 = Not sure

Access to equipment - Networked desktop computers
1 = Very confident
2 = Confident
3 = Not very confident
4 = Not at all confident
5 = Do not have access to this
6 = Not sure

Availability of assistive technology devices - support physical access
1 = Very confident
2 = Confident
3 = Not very confident
4 = Not at all confident
5 = Not needed
6 = Not sure

How often pupils use own devices - Mobile phones
1 = Often
2 = Sometimes
3 = Rarely
4 = Never
5 = Don't know

How technology can improve teaching and learning - 1
5 = Specific facilities needed (e.g. visualisers/ digital recording facilities/editing suite)
10 = Websites needed for planning/teaching not being blocked by filters
15 = Improved network coverage in all areas of the school
23 = Specific software (to support teaching and learning)
24 = More appropriate software for curriculum areas
25 = Cheaper resources/site licences for software
32 = Age appropriate resources at the right level for SEN pupils
33 = Appropriate technology equipment to meet disability needs (e.g. communication aids)
34 = Greater access to learning for pupils with SEN
42 = Variety of technology to meet needs of individual learning styles
43 = Resources tailored to pupil needs/ differentiation
45 = Pupils of different ages/same level can work collaboratively
52 = Prepares pupils for world of work/adult life
55 = Breaks down barriers to learning/provides access to the curriculum
56 = Can see/access what unable to experience first-hand (e.g. foreign locations/science experiments)
64 = Teachers more aware of resources available
65 = All staff using/being forced to use ICT as part of their lessons
67 = Need time to review/find appropriate resources
69 = Teachers can record/track pupil progress
71 = Access to teaching/learning materials at home
90 = EYFS children should be outside playing not sitting at computers
91 = A tool but not ONLY tool/Less or it loses its impact
92 = Reluctant to focus on technology rather than quality teaching

school's internet connection - Speed
1 = Very fast
2 = Quite fast
3 = Quite slow
4 = Very slow

school's internet connection - Performance
1 = Very good
2 = Good
3 = Poor
4 = Very poor

school's internet connection - Reliability
1 = Very reliable
2 = Quite reliable
3 = Not very reliable
4 = Not at all reliable

Benefit of including in school's website - School news
1 = Great benefit
2 = Some benefit
3 = Little or no benefit
4 = Not sure

problems dealt with before disruption to work - school's network
1 = Nearly always
2 = Most of the time
3 = Sometimes
4 = Rarely
5 = Never
6 = No problems

extent informed about what a learning platform could contribute - Delivering lessons
1 = Very well informed
2 = Quite well informed
3 = Not very well informed
4 = Not at all informed
5 = Not sure

school access to a learning platform
1 = Yes
2 = No
3 = Don't know

how useful school's learning platform - information about pupil progress - - For pupils
1 = Very useful
2 = Quite useful
3 = Not very useful
4 = Not at all useful
5 = Not available

Ease of doing activities using school's learning platform - Find learning resources
1 = Very easy
2 = Quite easy
3 = Quite difficult
4 = Very difficult
5 = Does not have this facility
6 = Not sure

Upload and store digital learning resources
1 = Often
2 = Sometimes
3 = Rarely
4 = Never
5 = I do not know how

Access the school's network from home
1 = Yes
2 = No

Use of ICT for pupil-related activities - Finding, selecting and synthesising information
1 = Often
2 = Sometimes
3 = Rarely
4 = Never
5 = Not sure

Use of ICT resources in lessons - Learning platform
1 = More than once a day
2 = About once a day
3 = A few times a week
4 = A few times a month
5 = Less often
6 = Not sure

How often set homework that requires - computer
1 = Often
2 = Sometimes
3 = Rarely
4 = Never
5 = I do not set any homework

extent pupils encouraged to use applications - Online discussion groups
1 = To a great extent
2 = To some extent
3 = Not at all
4 = Discouraged
5 = not heard of this
6 = Don't know

understand use of ICT when delivering lessons - Graphics tablets
1 = Very confident
2 = Confident
3 = Not very confident
4 = Not at all confident
5 = We do not have this
6 = Not sure

use of sources of advice - Teaching staff within department
1 = Very often
2 = Quite often
3 = Not very often
4 = Rarely
5 = Never

use of sources of advice - 1
1 = ACE Centre
3 = Technology College Organiser
4 = Local Education Centre
6 = SSAT
11 = National/Local Grid for Learning
12 = TES online
13 = INTER-M
14 = Benchmark (online magazine)
15 = Specific book and CD
16 = Online learning manager
21 = Online forum/blog/learning discussion website
22 = Twitter for Teachers
23 = EduGeek
24 = Dougbelshaw.com
25 = E-fitu
26 = E-HELP (Comenius) Team
27 = myMGL.com
28 = MFL Resources Forum
29 = MirandaNet
30 = Microsoft innovative teachers website
31 = Teachers' TV
41 = ICT teacher from Local Authority
42 = ICT advisor
43 = Family
44 = University contacts
51 = Suppliers
52 = Salespeople in software
53 = A_Z technical support
61 = Oracle
98 = Other relevant/vague comment
99 = Irrelevant/Uncodeable comment

use of technology for pupil assessment - To enable pupils to demonstrate learning
1 = More than once a day
2 = About once a day
3 = A few times a week
4 = A few times a month
5 = Rarely/never
6 = Not sure

effective in using ICT - Supporting personalising learning
1 = Very effective
2 = Quite effective
3 = Not very effective
4 = Not at all effective
5 = Do not use ICT in this way
6 = Not sure

methods of delivery of ICT CPD -Higher Education course
1 = Very useful
2 = Quite useful
3 = Not very useful
4 = Not at all useful
5 = None received
6 = Not sure

Helpfulness of IT CPD activities - Being a mentor
1 = Very helpful
2 = Quite helpful
3 = Not very helpful
4 = Not at all helpful
5 = None received
6 = Not sure

further development needed - software packages
1 = a lot more
2 = a little more
3 = Don't need any more
4 = Not applicable

further development needed - 1
1 = Looking at what is available
2 = Technical support
3 = Analysis equipment
9 = Powerpoint/presentations
10 = Gaming software
11 = Subject specific technology/software
12 = Flash programme
13 = Film editing
14 = Podcasts/videocasts
15 = Recording and planning tool
16 = Music technology
17 = Multimedia software
18 = CAD/CAM
19 = Excel spreadsheets
20 = E-profile
21 = Using ICT for personalised learning
22 = Using ICT for assessment
23 = Using data logging equipment
24 = Using GIS
25 = Using Interactive Whiteboard
26 = Communication systems/Mobile phones/ Video conferencing
27 = Using accessibility equipment
28 = Using mobile laptops/PDAs
29 = Computer controlled machines/equipment
30 = MacUse
31 = Finding relevant websites
32 = Using computer to upload/create DVD
33 = Web page development
41 = Managing a learning platform
42 = Using FROGSERVER
51 = More training as ICT constantly changing
52 = New methods of using old technology
98 = Other relevant/vague comment
99 = Irrelevant/Uncodeable comment

Time saved or lost using ICT resources - Interactive whiteboards
1 = Save more than 2 hours
2 = Save between 1 and 2 hours
3 = Save up to 1 hour
4 = Does not make any difference
5 = Lose up to 1 hour
6 = Lose between 1 and 2 hours
7 = Lose more than 2 hours
8 = No access

positive impact on engagement - Key stage 1
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
5 = Do not teach
6 = Not sure

opinion about usefulness of ICT - use wider range of assessment tasks
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
5 = Not sure

successful ICT for Assessment for Learning - Record pupil assessments accessibly
1 = A great extent
2 = To some extent
3 = A little
4 = Not at all
5 = Not sure

extent ICT has improved school's ability to engage parents - assessment of child's work
1 = Great improvement
2 = A little improvement
3 = No improvement
4 = Did not need improving
5 = Not sure

1 = Primary
2 = Secondary
3 = Special