Survey data based on the self-reports of teachers is the most commonly
used method to collect information about both the instructional design
practices of teachers and their use of computers in their instruction (Bielefeldt,
2002; Mullens & Kasprzyk, 1999). Bielefeldt (2002) also noted that the
United States Department of Education relies heavily on self-report surveys
of teachers in studies of educational use of technology. Mullens and Kasprzyk
(1999) reported that the frequent use of surveys is based on their cost-effectiveness
and ease of administration. Recent examples of survey use to collect
information regarding teacher practices with instructional design and technology
include Bober, Sullivan, Lowther, & Harrison (1998), Niederhauser
and Stoddart (2001), Whetstone and Carr-Chellman (2001), and Yildirim
(2000).