[Federal Register Volume 83, Number 87 (Friday, May 4, 2018)]
[Notices]
[Pages 19738-19739]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-09502]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2018-ICCD-0054]
Agency Information Collection Activities; Comment Request; Fast
Response Survey System (FRSS) 109: Teachers' Use of Technology for
School and Homework Assignments
AGENCY: National Center for Education Statistics (NCES), Department of
Education (ED).
ACTION: Notice.
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SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is
proposing a revision of an existing information collection.
DATES: Interested persons are invited to submit comments on or before
July 3, 2018.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED-2018-ICCD-
0054. Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at http://www.regulations.gov by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. Please note that comments
submitted by fax or email and those submitted after the comment period
will not be accepted. Written requests for information or comments
submitted by postal mail or delivery should be addressed to the
Director of the Information Collection Clearance Division, U.S.
Department of Education, 400 Maryland Avenue SW, LBJ, Room 216-34,
Washington, DC 20202-4537.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Kashka Kubzdela, 202-245-7377 or
email [email protected].
SUPPLEMENTARY INFORMATION: The Department of Education (ED), in
accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C.
3506(c)(2)(A)), provides the general public and Federal agencies with
an opportunity to comment on proposed, revised, and continuing
collections of information. This helps the Department assess the impact
of its information collection requirements and minimize the public's
reporting burden. It also helps the public understand the Department's
information collection requirements and provide the requested data in
the desired format. ED is soliciting comments on the proposed
information collection request (ICR) that is described below. The
Department of
[[Page 19739]]
Education is especially interested in public comment addressing the
following issues: (1) Is this collection necessary to the proper
functions of the Department; (2) will this information be processed and
used in a timely manner; (3) is the estimate of burden accurate; (4)
how might the Department enhance the quality, utility, and clarity of
the information to be collected; and (5) how might the Department
minimize the burden of this collection on the respondents, including
through the use of information technology. Please note that written
comments received in response to this notice will be considered public
records.
Title of Collection: Fast Response Survey System (FRSS) 109:
Teachers' Use of Technology for School and Homework Assignments.
OMB Control Number: 1850-0857.
Type of Review: A revision of an existing information collection.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 9,500.
Total Estimated Number of Annual Burden Hours: 3,523.
Abstract: The Fast Response Survey System (FRSS) 109 survey on
teachers' use of technology for school and homework assignments in
public schools is conducted by the National Center for Education
Statistics (NCES) as part of the IES response to the request in the
Every Student Succeeds Act of 2015 (ESSA, 20 U.S.C. 6301 et seq.) to
provide information about the educational impact of access to digital
learning resources (DLRs) outside of the classroom. The expanding use
of technology affects the lives of students both inside and outside the
classroom. For this reason, the role of technology in education is an
increasingly important area of research. While access to technology can
provide valuable learning opportunities to students, technology by
itself does not guarantee successful outcomes. Schools and teachers
play an important role in successfully integrating technology into
teaching and learning. Findings from the FRSS 109 study will provide
insight on the types and availability of DLRs outside of the classroom,
and will contribute to IES legislatively mandated report on the
educational impact of access to DLRs outside the classroom. To provide
the needed data, FRSS 109 will collect nationally representative data
from public school teachers about their use of DLRs for teaching, and
how their knowledge and beliefs about their students' access to DLRs
outside the classroom affect the assignments they give. The survey will
focus on information that can best be provided by teachers from their
perspective and direct interaction with students. FRSS 109 will provide
national statistics on: (1) Teachers' knowledge and beliefs about
students' access to technology for doing school assignments outside of
school; (2) Barriers and challenges teachers believe their students
face in using technology for class assignments outside of school; and
(3) Computers that the district or school may make available to
students for use outside of class time. The request for FRSS 109
preliminary activities, including securing research approval from
special contact school districts beginning in April 2018, notifying
superintendents of districts with sampled schools about the survey, and
obtaining teacher lists from sampled schools beginning in August 2018,
was approved in March 2018, with the latest change request approved in
April 2018 (1850-0857 v.2-4). This request is to conduct the FRSS 109
data collection.
Dated: May 1, 2018.
Kate Mullan,
Acting Director, Information Collection Clearance Division, Office of
the Chief Privacy Officer, Office of Management.
[FR Doc. 2018-09502 Filed 5-3-18; 8:45 am]
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