Are you looking to add Classroom Messaging to your arsenal of tools? Maybe for your business or personal use only, whatever it is – it’s always a good idea to know more about the most important Classroom Messaging statistics of 2024.
My team and I scanned the entire web and collected all the most useful Classroom Messaging stats on this page. You don’t need to check any other resource on the web for any Classroom Messaging statistics. All are here only 🙂
How much of an impact will Classroom Messaging have on your day-to-day? or the day-to-day of your business? Should you invest in Classroom Messaging? We will answer all your Classroom Messaging related questions here.
Please read the page carefully and don’t miss any word. 🙂
On this page, you’ll learn about the following:
Best Classroom Messaging Statistics
☰ Use “CTRL+F” to quickly find statistics. There are total 139 Classroom Messaging Statistics on this page 🙂Classroom Messaging Market Statistics
- As of August 2020, the global education and training market is expected to reach $7.3 trillion by 2025. [0]
- In 2019, the global education technology market was estimated at 76.4 billion. [0]
- The global education technology market could reach $404 billion by 2025, as of August 2020 of 18.1% yearover year through 2027. [0]
Classroom Messaging Latest Statistics
- 81% of US educators stated that their ability to use EdTech improved during school building closures in response to COVID. [0]
- ( In 2015, 49% of students worldwide reported that they had taken an online course in the past 12 months. [0]
- A year later, 81% of college students believed that digital learning technology, includingvirtual classroom chat, helped them boost their grades. [0]
- In 2015, 49% of students worldwide reported that they had taken an online course in the past 12 months. [0]
- A year later, 81% of college students believed that digital learning technology, including As of April 2020, 73% of US households always had access to the internet for online learning. [0]
- As of April 2020, 73% of US households always had access to the internet for online learning . [0]
- As of Summer 2020, 93% of US teachers reported conducting at least some of their teaching online from home. [0]
- As of Summer 2020, 93% of US teachers reported conducting at least some of their teaching online from home ( 65% of faculty support the use of open educational resources in teaching (Statista). [0]
- 65% of faculty support the use of open educational resources in teaching ( In 2015, 56% of students worldwide reported the desire for instructors to enable them to use their devices in the classroom (Statista). [0]
- In 2015, 56% of students worldwide reported the desire for instructors to enable them to use their devices in the classroom . [0]
- As of 2015, 79% of potential learners in the United States were unaware of massive open online courses. [0]
- Yet, only 21% of these teachers believed that they were very knowledgeable about the topic. [0]
- In 2018, 74% of US teachers reported that their students did not have district provided computers and estimated that as many as 75% or more students had computer access at home. [0]
- Yet, only 21% of these teachers believed that they were very knowledgeable about the topic ( 19% of learners who earned a competency badge from a massive online open course professed that they would use the badge on their resume (Statista). [0]
- 19% and 28% of US teachers respectively report that they assign technology based homework often or at least sometimes. [0]
- As of April 2020, over 9 million children still lacked internet access from home ( Families in rural areas, as of April 2020, were 18% less likely than those in other geographic locations to have internet access (USAFacts). [0]
- 12% and 32% of US teachers respectively believe that smartphones are very useful or somewhat useful for school assignments. [0]
- When teachers alone use devices in the classroom, the educational outcomes are higher than when students alone use them ( Gamification alone can improve outcomes by 45.45%, and 60.67% when combined with reading (IJCS). [0]
- Gamification alone can improve outcomes by 45.45%, and 60.67% when combined with reading ( Challengebased gamification in e learning can improve educational outcomes by as much as 89.45% (IJCS). [0]
- Challengebased gamification in e learning can improve educational outcomes by as much as 89.45% ( 53% of teachers believe that students’ increased access to individual computers makes teaching easier, especially with school closures (EdWeek). [0]
- 53% of teachers believe that students’ increased access to individual computers makes teaching easier, especially with school closures ( 71% of US students claim to use laptops in the classroom versus the global average of 37% (McKinsey). [0]
- 71% of US students claim to use laptops in the classroom versus the global average of 37% . [0]
- In 2015, 56% of US students reported using a laptop at least once a week in the classroom. [0]
- 2.5% of US K12 students, as of April 2020, used district provided internet to access online learning from home. [0]
- Job growth for instructional coordinators is expected to grow 6% more rapidly than average between 2019 and 2029. [0]
- EdTech is expected to have a compound annual growth rate of 18.1% yearover year through 2027 . [0]
- In a 2015 survey of college students in 26 different states, undergraduates reported using their digital devices for non classroom purposes an average of 11.7 times per day in class, accounting for an average of 21% of class time. [1]
- In a survey conducted by Tindell and Bohlander , 92% of college students reported using their phones to send text messages during class. [1]
- Students themselves are aware that in class multitasking does not promote learning; in one survey, 80% of students agreed that multitasking in class decreases their ability to pay attention. [1]
- In one survey of college students, 70% of students report that having a laptop in class is helpful for their academic performance, with note taking cited as the most important benefit. [1]
- 76.19% of teachers surveyed say they find cellphones in the classroom to be distracting while a majority of parents surveyed, 46.4%, say they wish educational apps or smartphones were incorporated into more lesson plans. [2]
- When teachers do allow cellphones in the classroom, it’s mostly likely to be for using the calculator which 52.95% of teachers surveyed say they have allowed in the past. [2]
- With a minority of parents, 45.1%, admitting they’ve caught their child doing something they consider to be inappropriate on their smartphone. [2]
- 76.19% of teachers find cellphones in the classroom distracting while 46.4% of parents want teachers to find ways to incorporate smartphones more often. [2]
- 49.48% of teachers wish they could get support to access smartphone educational resources. [2]
- Only 45.1% of parents say they have caught their child doing something inappropriate on a cellphone such as watching porn, violent videos or sexting. [2]
- That might be why 49.48% of teachers say they need access to apps or resources that could help make smartphone use educational in order to effectively incorporate phones into the classroom. [2]
- A RAND survey, fielded in early January 2021, found that nearly onequarter of teachers indicated a desire to leave their jobs at the end of the school year, compared with an average national turnover rate of 16% pre pandemic according to NCES data. [3]
- About 30% of teachers in our sample reported teaching fully remote for the majority of the school year, 49% reported that they taught in a hybrid model, and 21% reported teaching fully in person. [3]
- A large majority of teachers in our sample (71%). [3]
- In March 2020, 74% of teachers reported that they expected to work as a teacher until retirement, while 9% said they did not expect to, and 16% did not know. [3]
- In contrast, in March 2021, 69% of teachers reported they expected to work as a teacher until retirement, while 9% reported they did not expect to, and 22% said they did not know. [3]
- Teachers’ reported probability of leaving their current state or the profession within the next five years also increased from 24% on average in March of 2020 to 30% in March 2021. [3]
- This change was due to a reduction in the percentage of teachers reporting a zero probability of leaving and a corresponding increase in the percentage reporting chances above 50%. [3]
- In March 2021, 42% of teachers declared they have considered leaving or retiring from their current position during the last year. [3]
- Among teachers 55 and older, 34% said they considered leaving or retiring because of COVID 19, compared to 23% for all respondents. [3]
- Compared to teachers younger than 35, teachers approaching retirement were 11 percentage points more likely to say they have considered leaving or retiring because of COVID. [3]
- Importantly, teachers nearing the retirement age were as likely as younger teachers to report having considered leaving or retiring for reasons other than COVID. [3]
- Having to change instruction mode at least once during the year is associated with a 13percentage point higher probability of having considered leaving or retiring. [3]
- Finally, compared to teachers who report a 0% chance of getting COVID 19, those who think they have a 50% chance are 10 percentage points more likely to have considered leaving or retiring. [3]
- On average, teachers reported that around 40% of their colleagues that considered leaving because of COVID 19 ended up leaving. [3]
- According to multiple reports, Microsoft planned an $8 billion bid for Slack, but co founder Bill Gates argued that Microsoft should make use of Skype to build a competitor. [4]
- It currently has 145 million daily active users, up from 75 million last year From March to June 2020, Microsoft Teams noticed 894 percent growth, more than Zoom. [4]
- We estimate that Microsoft Teams generated $6.8 billion in revenue in 2020, a 700 percent increase yearon year Launch date 14 March 2017. [4]
- We have estimated based on Microsoft 365 revenues and how many of those subscribers used Teams each year. [4]
- Percentage of Users 18 – 24 4 25 – 34 14 35 – 44 31 45 – 54 29 55+. [4]
- Means 10%–18% Unit 8 Inference for Categorical Data Chi Square 2%–5% Unit 9 Inference for Quantitative Data Slopes 2%–5%. [5]
- 25%–35% Higher education professionals play a key role developing AP courses and exams, setting credit and placement policies, and scoring student work. [5]
- The normal distribution 15%–23% of Score. [6]
- The geometric distribution 10%–20% of Score. [6]
- Topics may include Confidence intervals for the slope of a regression model Setting up and carrying out a test for the slope of a regression model Selecting an appropriate inference procedure 2%–5% of Score. [6]
- According to Pew, 83 percent of American adults now own cell phones and almost three quarters send and receive text messages. [7]
- According to this 2010 Nielsen data, people 18 to 24 sent an average of 1630 texts per month about half the number. [7]
- Certainly that age group in fact, all those under 18 are increasingly likely to be cellphone owners. [7]
- According to those surveyed as part of Project Tomorrow ‘s 2010. [7]
- Speak Up report , more than half of middle and high school students. [7]
- In addition, 34 percent of middle schoolers and 44 percent of high schoolers own a smart phone. [7]
- Paid digital advertisements garnered nearly 80 million impressions, generated more than 536,000 visits to the SIS website, and grew the program’s email subscription list by 25%. [8]
- The AP story was reposted by 153 outlets including The Washington Post, U.S. News & World Report, and Yahoo and SIS website visits and classroom material downloads increased by about 30% that week. [8]
- According to a survey of 700 students ages 12 to 17 by the Pew Internet & American Life Project, 85 percent of the respondents reported using a form of electronic communication, whether through instant messaging, text messaging, or social media. [9]
- In fact, 64 percent of students in the study reported inadvertently using a form of shorthand native to texting or social networking. [9]
- Between 9% and 35% of young people say they have been a victim of some type of electronic aggression. [10]
- 64% of victims who receive an aggressive instant message say they know the perpetrator from in. [10]
- 32% of victims say someone made rude or nasty comments about them. [10]
- 13% say someone spread online rumors about them. [10]
- 14% said they had been threatened or someone had made aggressive comments. [10]
- Over 25% of young people have been bullied repeatedly through their smartphones. [10]
- Here’s what else they found 22% of students report being cyberbullied in college. [10]
- 38% of college students knew someone who had been cyberbullied. [10]
- 9% of college students admitted to cyberbullying someone else. [10]
- Here’s what the researchers discovered Cyberbullying increases suicide attempts by 8.7 percentage points. [10]
- Cyberbullying increases suicidal thoughts by 15 percentage points. [10]
- A 1% drop in cyberbullying decreases fatal suicide rates by 11 per every 100,000 individuals. [10]
- Cyberbullying lawslead to a 7% decrease in cyberbullying victimization. [10]
- 14% to 20% of people felt they had been a victim of cyberbullying in the past week. [10]
- They have pointed to a London School of Economics study that found banning phones in schools resulted in a 6 percent rise in test scores. [11]
- These days, nearly 70 percent of high school students and 25 percent of middle schoolers have their own phones and use them daily. [11]
- One study found that 95 percent of students bring their phones to class every day, 92 percent use their phones to text message during class time, and 10 percent admit that they have texted during an exam on at least one occasion. [11]
- A recent survey from the National Center for Education Statistics shows that the percentage of public schools that banned cell phones and other mobile devices dropped from nearly 91 percent in 2010 to nearly 66 percent in 2016. [11]
- Parents are most often the phone provider – 70% of teens have phones fully paid for by someone else. [12]
- Most American teenagers get their first cell phone in middle school, at age 12 or 13 23% of teens got their first cell phone at age 12 and another 23% got their first phone at age 13. [12]
- About 20% of teens have their first phone by the time they enter middle school. [12]
- Another 14% of teens get their first phone at age 14 and roughly 20% get their first phone when they’re between 15 and 17. [12]
- A greater proportion of teens from lower income households – earning less than $30,000 annually — got their cell phones at later ages, with 18% getting their first cell phone at age 16, compared with just 6% of teens from wealthier homes. [12]
- About two thirds (64%). [12]
- Another two thirds (62%). [12]
- About half of parents (52%) say they have set limits on the times of day when their child can use the phone and a similar number (48%). [12]
- Parents are least likely to report limiting the number of text messages or other messages their child sends or receives on their phone – a bit more than a quarter (28%). [12]
- Nearly 7 in 10 girls (69%). [12]
- A similar percentage (69%). [12]
- Fully 56% of parents of girls say they limit the times of day when their daughter can use her cell phone compared with 48% of boys’ parents. [12]
- Teens 12 to 14 are the primary focus of parent regulation that involves looking at the content of the teen’s phone – between 72% and 80% of teens in this age range. [12]
- The 12to 14 age range is also the age when parents are most likely to limit text messaging — 35% of parents of teens with cell phones in this age range report doing this, compared with 23% of parents of older teens. [12]
- Some 60% of parents of 12to15 yearolds report limiting the times of day when their teen’s phone may be used, as do 39% of parents of 1617 year. [12]
- Teens ages 13 14 are more likely to have parents who report limiting the number of minutes they may talk on the phone and are the age group most likely to have parents who say they’ve taken their child’s phone away as punishment. [12]
- Parents of younger girls ages 12 13 are the most likely to report engaging in multiple forms of regulation of their daughter’s cell phone. [12]
- Six in 10 parents of non texters limit the number of minutes their teen can talk on the mobile phone compared with 44% of parents of texting teens. [12]
- A bit more than one in six teens (17%). [12]
- A little less than half (48%). [12]
- Among 1213 year olds, 25% report having their whereabouts monitored by their parents through their phone compared with 14% of older teens. [12]
- As with other forms of control, younger girls are the most likely to report location monitoring through their cell phones, with one third (33%). [12]
- About 10% of teens and parents both acknowledge that the parent is monitoring the teen’s location with the phone. [12]
- Another third (37%). [12]
- On the flip side, there is another small group of teens (7%). [12]
- Finally, the remaining 43% of parent teen pairs represent cases where both parties say there is no monitoring of the teen’s whereabouts with his or her mobile phone. [12]
- Teens with unlimited text messaging plans (75% of all teens with cell phones). [12]
- Compared with teens whose parents place no time based limits on their cell phone use, teens whose parents limit when they may use the phone are less likely to say they text (27% vs. 42%) or talk (44% vs. 57%). [12]
- Teens whose parents have taken away their phone are more likely to report being harassed through their phone (30% vs. 20%), regretting a text they sent (53% vs. 39%), and being in a car when the driver used the phone in dangerous way (48% vs. 33%). [12]
- When it comes to possession of a mobile phone during the school day, just 12% of teens with cell phones say that they can have a cell phone at their school at all times. [12]
- A majority of teens (62%) say that they can have a cell phone at school but not in class, and another quarter of teens (24%). [12]
- Despite these restrictions, teens are still overwhelmingly taking their phones to school – 77% take their phones with them to school every school day and another 7% take their phone to school at least several times a week. [12]
- Less than 10% of teens take their phone to school. [12]
- less often and just 8% say they never take their phone to school. [12]
- While a higher percentage of teens who attend schools that forbid all cell phones say they never bring their phone to school (17% vs. 5% at other schools). [12]
- Four in five (81%). [12]
- Six in ten teens (60%). [12]
- Just one quarter of teens (23%). [12]
- Some 49% of both groups report such behavior. [12]
- More striking is the two thirds of teens (64%). [12]
- Nearly one third (31%). [12]
- Fewer teens report that they place calls during class, though 4% manage to make calls from class several times a day and another 4% do so at least once a day. [12]
- Fully 75% of teens who bring their phones to school say they never make calls during class time. [12]
- Perhaps heartening to administrators is the finding that about a third of teens text frequently in class (31%), another third of teens (33%) text in class occasionally and a third (36%). [12]
- Roughly 25% of teens take their cell phones to school and say they have made a phone call on their cell phone during class, although most do so only infrequently. [12]
- The data show that 13% of teens who bring their cell phones to school make a cell call during class less often than once a week and just 4% make such calls several times a week. [12]
- Another 4% say they make calls at least once a day and yet another 4% say they make calls several times a day during class. [12]
I know you want to use Classroom Messaging Software, thus we made this list of best Classroom Messaging Software. We also wrote about how to learn Classroom Messaging Software and how to install Classroom Messaging Software. Recently we wrote how to uninstall Classroom Messaging Software for newbie users. Don’t forgot to check latest Classroom Messaging statistics of 2024.
Reference
- getstream – https://getstream.io/blog/edtech-statistics/.
- harvard – https://bokcenter.harvard.edu/technology-and-student-distraction.
- slicktext – https://www.slicktext.com/blog/2019/09/survey-smartphones-in-school-statistics/.
- brookings – https://www.brookings.edu/blog/brown-center-chalkboard/2021/09/08/how-the-pandemic-has-changed-teachers-commitment-to-remaining-in-the-classroom/.
- businessofapps – https://www.businessofapps.com/data/microsoft-teams-statistics/.
- collegeboard – https://apcentral.collegeboard.org/courses/ap-statistics/course.
- collegeboard – https://apstudents.collegeboard.org/courses/ap-statistics.
- edutopia – https://www.edutopia.org/blog/texting-classroom-audrey-watters.
- reingold – https://www.reingold.com/featuredprojects/statistics-in-schools/.
- usnews – https://www.usnews.com/education/high-schools/articles/2011/06/13/how-slang-affects-students-in-the-classroom.
- verywellfamily – https://www.verywellfamily.com/cyberbullying-statistics-4589988.
- districtadministration – https://districtadministration.com/the-great-smartphone-debate/.
- pewresearch – https://www.pewresearch.org/internet/2010/04/20/chapter-four-how-parents-and-schools-regulate-teens-mobile-phones/.
How Useful is Classroom Messaging
One of the primary advantages of classroom messaging is its efficiency. With just a few clicks of a button, teachers can reach all of their students simultaneously, ensuring that important information is communicated in a timely manner. This ease of communication can help to keep students on track with their assignments and deadlines, fostering a more organized and productive learning environment.
Additionally, classroom messaging can be a valuable tool for reinforcing lessons and providing additional support to students outside of class time. Teachers can use messaging apps to answer questions, provide extra resources, or offer guidance on challenging concepts. This personalized assistance can help students to overcome obstacles and deepen their understanding of the material, ultimately leading to improved academic success.
Furthermore, classroom messaging can also promote a sense of community and collaboration among students. Through group chats or discussion boards, students can engage in meaningful conversations, share ideas, and support each other in their learning journey. This collaborative approach fosters a culture of teamwork and mutual support, strengthening the overall learning experience for all involved.
Despite these benefits, it is important to recognize that classroom messaging is not without its limitations. One potential downside is the risk of overreliance on technology, which can lead to a decrease in face-to-face interactions and interpersonal relationships. While messaging systems can facilitate quick communication, they should not replace traditional forms of interaction in the classroom, such as verbal discussions, group activities, and one-on-one conversations.
Additionally, not all students may have access to the necessary technology or internet connectivity to effectively utilize classroom messaging. This disparity in access can create barriers to communication and potentially widen the academic achievement gap. Educators must be mindful of these challenges and strive to find alternative means of communication to ensure that all students have equal opportunities for success.
In conclusion, classroom messaging can be a valuable tool for enhancing communication, collaboration, and support in educational settings. When used thoughtfully and in conjunction with other teaching methods, messaging platforms have the potential to positively impact student learning and engagement. However, it is important to approach these tools with a critical eye and be cognizant of the potential drawbacks and challenges that may arise. By striking a balance between technology and traditional methods of communication, educators can harness the power of classroom messaging to create a more dynamic and enriching learning experience for all students.
In Conclusion
Be it Classroom Messaging benefits statistics, Classroom Messaging usage statistics, Classroom Messaging productivity statistics, Classroom Messaging adoption statistics, Classroom Messaging roi statistics, Classroom Messaging market statistics, statistics on use of Classroom Messaging, Classroom Messaging analytics statistics, statistics of companies that use Classroom Messaging, statistics small businesses using Classroom Messaging, top Classroom Messaging systems usa statistics, Classroom Messaging software market statistics, statistics dissatisfied with Classroom Messaging, statistics of businesses using Classroom Messaging, Classroom Messaging key statistics, Classroom Messaging systems statistics, nonprofit Classroom Messaging statistics, Classroom Messaging failure statistics, top Classroom Messaging statistics, best Classroom Messaging statistics, Classroom Messaging statistics small business, Classroom Messaging statistics 2024, Classroom Messaging statistics 2021, Classroom Messaging statistics 2024 you will find all from this page. 🙂
We tried our best to provide all the Classroom Messaging statistics on this page. Please comment below and share your opinion if we missed any Classroom Messaging statistics.