Elementary School Teachers' Perceptions of the
Process of Integrating Technology
Section 1: Introduction to the study
Computers, laptops and other forms of technology devices are fundamental to
society and integral to communication, information seeking and sharing, collaboration,
and productivity. Tingoy and Gulluoglu (2011) stated, “Technology has become an
indispensable part of individual life in various areas from ATM’s to internet connection”
(p. 221). These technologies can also be effective instructional tools, providing
exemplary learning opportunities for students (Lemke, 2010) while helping teachers gain
insight into the use of technology in the workplace (Bellanca & Brandt, 2010).
Technology integration requires teachers to comprehend, convey, and integrate
technology skills into classroom planning and daily instructional practice. Administrators
in the local public school system look for ways teachers can become more effective in
preparing students for the 21st century. Forty years ago teachers began integrating
technology into the classroom by using computers and projectors. These devices enabled
the teacher to create organized notes for easier student note-taking and slides that could
be repeatedly shown (Whitacker, 2012).
Despite years of increased awareness initiated by national reports, national
policy, and reports of educational researchers, some teachers remain ill-prepared to
integrate technology to enhance instruction. Supporting teachers who integrate the
technological tools available to them can improve student instruction and prepare
students for a technology-based workforce (Lemke, 2010). According to Jasper (2012),
keeping students stimulated by using the latest inventions in computers and digital media
is the focus of teachers with a desire to integrate technology. An approach that has the
possibility to affect an increase in teaching and learning with technology is awareness of
teachers’ perceptions of integrating technology in the classroom. The objective of the
local school system is to make available to its teachers quality leadership, technical
assistance, and technology resources to improve student learning through organized
professional development courses.
When teachers integrate technology into classroom instruction, the hands-on
experiences can stimulate student learning (Lemke, 2010). Student learning improves
when students actively participate in knowledge construction and assessment of their
learning. One such example is when students use the classroom performance system
(CPS). These are small handheld devices that allow students to respond to questions
asked verbally, on paper or screen and teachers are able to assess instantly students’
comprehension of a lesson. Teachers who use this device in their classroom help create
interactive learning environments. Professional development in the use of such
technology can prepare teachers to be efficient in the use of new technologies that
enhance instruction. Understanding the perceptions of teachers who were successful
integrating technology in the classroom might help to create learning opportunities for
teachers who have yet to take full advantage of technology in the classroom.
In this qualitative case study, I investigated perceptions of 10 classroom teachers
on the process of integrating technology into daily instruction. The ten participants were
selected from K-5 schools located in a southern part of the United States. The
development and implementation of this district’s technology initiatives have been
welldocumented, but what has yet to be determined is the amount of innovative success
taking place in the classrooms. Participants’ viewpoints were investigated about the
integration of technology into the classroom curriculum, as well as the challenges
brought forth by the personal perspectives of the participants.
Problem Statement
Technology integration is a problem among teachers in a rural K-5 school
district in a southern part of the United States, because they are held accountable to state
technology standards through teacher evaluations. Teachers expressed they were
illprepared to integrate technology to enhance student instruction. Administrators
recognized the problem and provided an environment of professional learning and
innovation that empowers educators to enhance student learning through the infusion of
technology and digital resources by allocating time, resources, and ongoing professional
growth in technology integration.
As part of the Race to the Top Initiative, the Georgia Department of Education
(2011) supports technology integration and has made changes to curriculum standards
and teacher evaluations to include technology standards. These changes were built
upon the understanding that teachers are required to integrate technology into their
daily lessons and are required to teach 21st century skills to all students in Grades k
through 5 to better prepare them for middle school, high school, college, and the
workforce. Since the implementation of the No Child Left Behind Act, teachers have
been concerned not only about technology integration, but also about performance-
based pay. Performance measures are based on core subject standardized test scores
(Caillier, 2010). Revisions are being made to the technology licensure issue and the
role that technology standards will play in the process of teacher licensure renewal by
the Professional Standards Commission. Revisions are expected to address competency
standards used for planning professional development activities. The need for increased
understanding of how teachers perceive the process of integrating technology into their
daily instruction is vital for both student and teacher success.
Purpose of Study
The purpose of this qualitative case study was to investigate how K-5 teachers in a rural
school district in a southern part of the United States perceived the process of integrating
technology into their daily instruction. One participant from each of the 10 K5 schools
within the local district were observed and interviewed to gather their perceptions of
integrating technology into their daily routine. Dewey (1916) stated, “If we teach today
as we taught yesterday, we rob our children of tomorrow” (p. 36). Technology resources
have increased, but the integration of technology in the K-5 classroom is often still
deficient (U.S. Department of Education, 2011).
Nature of Study and Research Questions
A qualitative case study was the research method for this study. Case study
research is used to explore contemporary phenomena in depth (Merriam, 2002) and
answer questions such as how and why (Yin, 2009). I examined how teachers perceived
the process of integrating technology into their daily instruction. In addition, the study
design was a purposeful sample of 10 K-5 teachers in a rural school district in a southern
part of the United States to learn what their perceptions were about integrating
technology. Data collection included interviews with 10 participants, classroom
observations of teaching practices of the participants in the classroom, and participants’
integrated technology lesson plans. Data were collected and the study findings were
used to make suggestions to the school agents of change, and school leaders to possibly
enhance teachers’ use of technology in the classroom.
The following questions guided this qualitative case study:
1. How do K-5 teachers in a rural setting perceive the process of integrating
technology into their daily instruction?
2. How do K-5 teachers in a rural setting implement technology in their
delivery of instruction?
Conceptual Framework
The conceptual framework for this study was based on Prensky’s (2011) work
about the integration of technology in the classroom promoting student engagement and
helping students to develop their 21st century learning skills. Technology is just one
learning tool that aids students’ learning experiences. Students have been exposed to an
array of technological devices, such as smart phones, iPads, and tablets. To enhance daily
instruction for students, teachers need to be proficient in the use of technological tools
available to them and their students. Not only do teachers need to be proficient in the use
of technological tools, they need to be enthusiastic about integrating technology within
instruction. The teacher’s role needs to change from the voice of knowledge to facilitator
of learning by engaging students in hands-on experiences integrating technology
(Prensky, 2010). Teachers who apply technology but deliver instruction the same way
are not meeting student needs for working in the 21st century workplace (Prensky, 2011).
It is important for teachers to use Prensky’s framework because students will then be
engaged in hands-on experiences integrating technology.
Definition of Terms
Competency: Whitman (1976) defined teacher competencies as the
“knowledge, skills, behaviors” and sometimes “attitudes” (p. 2) that they possess. For
this study, competency was defined within the area of educational technology as the
knowledge, skills, behaviors, and attitudes that could be measured by observation
and/or performance.
Constructivism: A learning theory that emphasizes that humans learn through
construction by learning through new knowledge built upon a foundation of
previous learning (Bruner, 1996; Dewey, 1916).
Information and communication technology (ICT): This is an expansive phrase used
to explain the convergence of information, networking, and telecommunications
technologies into a single technology (Friedman, 2006).
Levels of technology implementation (LoTi): LoTi is defined as a framework/scale
designed to measure precisely authentic classroom technology integration. The LoTi
framework focuses on the use of technology as a tool within the context of student-based
instruction with an emphasis on higher order thinking (Moersch, 2006).
Motivation: Houde (2006) believed that adults are responsive to some external
motivators, that is, better jobs, promotions, higher salaries, and so on. The most
compelling motivator was intrinsic motivation, which leads to greater achievement
through personal interest, such as perceived autonomy of individual choice, perceived
relatedness with other people, and perceived competence as in the challenge of the
context and skill (Deci & Ryan, 2000; Ryan & Deci, 2000).
Proficiency: Klein (1983) suggested, “the attainment of proficient performance
implies that a person can perform a skill so well and so efficiently that it can be a
building block for the acquisition of additional skills, and is easily extended to
unfamiliar tasks” (p. 821).
Assumptions
There were several assumptions that were made about the study.
1. Study findings may bring to light beneficial information about
understanding how individual traits, such as beliefs, perceptions, attitudes,
concerns, and classroom instructional practices impact teacher technology
integration for classroom instruction and student learning.
2. Study findings may lead to the improvement of technology integration
strategies and teacher training through professional development courses.
3. Study findings could help reveal common characteristics of exemplary
technology use by teachers.
4. Participants may give responses about the integration of technology into
instruction that either support or add to what is found in the current body
of research.
Limitations
There were several limitations in this study. First, researcher bias may have an
influence on the interpretation of the findings. To minimize this limitation,
triangulation, code- recode, and reflexivity was used. Another limitation was that only
kindergarten through fifth grade teachers in a specific school district was invited to
participate. No other school district participated; hence, no other group of educators
contributed.
Scope and Delimitations
The scope of this study was delimited to the data collection methods that included
classroom observations, document review, and participant interviews only from K-5
teachers in a rural setting within the state who were experienced in using technology.
The sample size of the study was small when compared to some other studies conducted
with larger districts, and therefore as in most qualitative research, generalization was not
a goal.
Significance of Study
Findings from the study added to the body of scholarly research and literature in the
field of teachers integrating technology within the instruction, specifically within a rural
K-5 school setting. This study is significant because classrooms in the 21st century are
being infused with technological tools that can be used for the instruction. Teachers
understand the value of being able to use technology within instruction and embrace its
use. To help teachers become more proficient and motivated to integrate technology,
administrators can offer professional development courses at their school site. The
professional development courses should enhance teachers’ skills and confidence in
using the technological tools available to them. These skills may enable them to deliver
engaging lessons for their students.
In this study, I investigated teachers’ perceptions and attitudes with respect to the
integration of technology in the classroom. Prensky’s (2010a) construct that there are
digital native teachers in classrooms who bring with them different attitudes toward and
aptitudes for technology warranted further inquiry. In this qualitative case study, I
provided constructive insight into improved instruction for teachers and students by way
of integrating technology. I also showed administrators how the integration of
technology instruction can promote 21st century schools and showed them the
significance that professional development may have on engaging teachers in the process
of integrating technology. To assist in student academic success, changes in teaching
styles and advancements in tools available for teachers are important resources.
Findings from this study have provided stakeholders, such as teachers, school
board members, administrators, policy makers, and researchers with information about
why teachers do or do not integrate technology-driven instruction. Increasing technology
integration in the classroom will better prepare students for functioning fully in a 21st
century workplace and society. Findings will be presented to the board of education, the
school administrators, and faculty in hopes to convincing them to implement professional
development for teachers in the area of technology that is both motivational and
engaging.
Implications for Social Change
Technology impacts nearly every aspect of education, careers, and society. The
implications for social change include understanding and identifying data that could be
used to help development a teacher technology professional development plan. The
foundation for this plan of change was based on in-depth observations of the teaching
practices and perceptions of K-5 teachers in a rural setting in the use of technology for
instruction and learning.
Research-based methods or strategies were revealed for promoting positive
teacher perceptions of the implementation of technology. One method is for
professional development for teacher training. This professional development would
require collaborative teacher inquiry that could help a school community of learners in
creating meaningful professional development training for meeting the technology
integration needs of all teachers. Another method is teacher collaboration with their
peers. This collaboration could prove to be a constructive method for school districts
and administrators to promote effective technology integration professional
development to meet teacher needs by using teachers who are skilled in a particular
technology area to collaborate with their peers.
A technology professional development plan is another possible outcome for
promoting social change. Staff development includes the district-wide professional
learning program that has been implemented as professional learning courses for
teachers. In order for the local school district to improve student learning through
teachers’ use of technology, the local districts mission is to provide leadership, technical
assistance, resources, and consultative services to the local educational community.
Teachers could become better prepared and confident in the area of integrating
technology within the instruction.
The development of teacher leaders is another possible outcome for promoting
social change. Building and district administrators may see the value of encouraging
teachers to use exemplary technology techniques. This may provide an avenue for
teachers to undertake the role of teacher leader within the school. Teachers may also take
the initiative to mentor or help organize training for other teachers in the area of effective
use of technology for instruction and student learning. Teacher leaders can play a role in
organizing an effective program because they are teachers, and they understand the
challenges their peers experience in using technology as an instructional tool. The
potential for influencing positive social change through the process of the study is
encouraging.
Summary and Transition
This section provided an introduction to the study, including a problem statement,
the nature of the study, operational definitions, and the significance of the study. For
teachers to be successful in integrating technology, teachers' perceptions and beliefs are
crucial for effective implementation. Student engagement is integral to academic success.
Therefore, teachers need to stay abreast of new technologies being used in teaching.
Informed of new technologies available by exploring and researching technology
resources that are available to them. With state mandates for teachers to integrate
technology and the workforce requiring technology use, it is vital that teachers search for
educational resources that can be used as a tool in educating students, and instructional
technology is one such tool. Section 2 will provide a review of related research and
works of literature. The review contains summaries of literatures that help define the
most important aspects of the study.
Section 2: Literature Review
Introduction
Most school districts across the United States must become current with the
advancing technologies to better serve students in a changing society (Pellegrino &
Quellmalz, 2011). This section provides a conceptual framework for outlining the review
of literature regarding how teachers perceive the process of integrating technology into
their daily instruction. In this review, I highlight research on the following research
question: How do teachers perceive the process of integrating technology into their daily
instruction? This review will provide information regarding the challenges teachers face
with technology integration; the barriers teachers encounter when integrating technology;
and the effects of teacher perceptions, beliefs, and attitudes on technology integration.
Information for the literature review was found in research books and online databases
including Educational Resource Information Center (ERIC), Electronic Journal for the
Integration of Technology in Education (EJITE), the Journal of Computing in Teacher
Education (ISTE), Elton Bryson Stephens Company (EBSCO), and Thoreau Walden
University Discovery Service.
The ongoing emergence of new technologies has impacted how teachers use these
tools within the classroom to help students learn. Lever-Duffy and McDonald (2011)
defined educational technology as “any technology used by educators in the support of
the teaching and learning process” (p. 5). Depending upon the context and the learning
needs, educational technology serves both students and teachers in a variety of ways. For
example, teachers might use educational technology to enhance communication with
their students. Teachers might employ a process or technology to address their
students’ specific learning styles or intelligences. They could incorporate computer-
learning software into their instruction in order to motivate students to engage with
complex content. Educational technologies, therefore, can be used to enhance and
support the teaching-learning process at any point within the instructional process
(Lever-Duffy & McDonald, 2011; Smaldino et al., 2011).
The increasing pace of technology requires teachers in all disciplines to develop
an understanding of how to become proficient in effectively planning, implementing, and
evaluating instruction that can foster student success in technology-rich learning
environments. It is important that teachers develop skills to effectively integrate these
emerging classroom technologies and teach students who have grown up in this digital
age of technology to compete and succeed in the workplace (Lever-Duffy & McDonald,
2011).
Conceptual Framework
The conceptual framework for this study was based on Prensky’s (2011) work on
the integration of technology in the classroom promoting student engagement while at
the same time helping to develop their 21st century learning skills. Students have been
exposed to an array of technological devices, such as smart phones, iPads, and tablets. To
enhance daily instruction for students, teachers need to be proficient in the use of
technological tools available to them and their students. Not only do teachers need to be
proficient in the use of technological tools, they need to be enthusiastic about integrating
technology within instruction. The teacher’s role needs to change from the voice of
knowledge to facilitator of learning, by engaging students in hands on experiences
integrating technology (Prensky, 2010). Teachers who apply technology but deliver
instruction the same way are not meeting student needs for working in the 21st century
workplace (Prensky, 2011).
Technology adoption in the classroom is spread across a continuum that Prensky
(2010b) described as dabbling, doing old things in old ways, doing old things in new
ways, and doing new things in new ways. Teachers may range from not using technology
at all, to using it to augment their traditional instruction, or to using it to transform their
entire teaching methodology. The reasoning behind each individual’s level of adoption is
far more complex than has been previously investigated. It is important to examine what
is beneath the seeming-resistance and root out the barriers to integrating instructional
technology tools into a person’s curriculum.
Constructivism is a broad conceptual framework. The work of Dewey (1916) formed
the basis of the constructivist theory. As Dewey (1944) theorized, students learn best
through experience rather than through lecture. In constructivism, Dewey (1916)
proposed that developing skills for the future is grounded through experience. Dewey
(1916) claimed that people’s surroundings are constantly changing, and education
needs to adapt to such changes. The 21st century classroom is built on the idea that
students need to be part of real-world experiences and actively participate in their
learning (Dewey, 1944). Rather than passively witnessing a class lecture, students are
now expected to be involved actively in the material they are learning. Dewey (1944)
also took into account that all students are different, and curriculum should be designed
in ways to meet individual differences in the classroom.
Current Technology Use
Instructional technologies are technologies placed in teachers’ hands for the
purposes of presenting and sharing information and lessons (Hechter & Vermette, 2012).
Teachers determine what does and does not occur in the classroom (Ertmer &
OttenbreitLeftwich, 2010). Teachers create and maintain their classroom environment
and also make their own decisions about whether or not to integrate technology.
Technology does not just support and enhance learning, it creates ways for students to
analyze and understand the world around them (Sayparn, 2011).
Researchers have revealed that gaps exist between the availability of computer
software programs and other technologies and their integration by teachers for instruction
(Gray et al., 2010). District demographics associated with socioeconomic differences
were cited in some cases as the reason for gaps between technology availability and its
use (Gray et al., 2010). Applicable computer programs and additional technologies
include interactive whiteboards, student response systems, word processing programs,
and spreadsheet programs. In another study of technology use by teachers and students,
Hu (2011) found that 95% of teachers used word processing programs, which translated
to high use by students. By teachers using word processing programs, students observed
and engaged how they used the learning process. Teachers, who use word processing
programs, allow students to use word processing programs to write research papers and
create class presentations.
Teachers are no longer bound to presenting information on the chalk or dry-erase board.
The Internet can display web content to an entire class through the use of a projector,
making the World Wide Web more beneficial to the teacher (Whitacker, 2012). The
Smart board is another form of technology that teachers use to engage students. A Smart
board is an interactive whiteboard that allows teachers to project and digitally draw on
images all with the touch of a finger (Jasper, 2012). Teachers can also manipulate
computer functions through the use of a Smart board. Smart phones are another
technological device that can be integrated into the classroom. According to Hardison
(2012), smart phones, accompanied with the support of a strong classroom management
system, have the potential to bring collaboration, communication, and creativity into the
classroom.
Common Core and Technology Expectations
In classrooms across the United States, K-5 teachers have not been accountable
for students’ learning of technology skills (Miners, 2009). Now with the
implementation of the Common Core Georgia Performance Standards, it is mandatory
that Georgia educators integrate technology within instruction which in turn holds them
accountable for students learning technology skills. Common Core was coordinated by
the National
Governors Association Center for Best Practices (NGA Center) and the Council of
Chief State School Officers (CCSSO) in collaboration with classroom teachers,
administrators, and other educators. The Common Core Standards aim to provide a
consistent national framework for preparing students for college and the workforce in
the 21st century
(Common Core Standards Initiative, 2010).
Common Core online assessments are a worry to many districts as they
potentially can define some of the future of school technology. Last year a “digital
mandate” was issued by President Obama and his secretary of education, Arne Duncan,
challenging schools to have digital technology onboard no later than 2017 for all
students. It was done to compel schools to look toward digital technologies that would be
of benefit to students. Current generations of students use digital media for many
thingsfrom communication with peers to purchasing of items important to them. Rather
than asking them to adapt to more traditional ways of instruction, the concepts of digital
instruction are helping add to the ways that students learn and engage in their learning
(Marcoux 2013).
To hold teachers and administrators accountable, the state created an observation
instrument called the Teacher Keys Effectiveness System (TKES). When teachers are
observed by their administrators, they are checked for their use of technology within
their daily instruction. The (TKES) system was designed to provide teachers with
productive feedback and encouragement which may lead to enhanced teacher
performance in the area of technology integration. The new evaluation system offers
clear and precise indicators and resources to guide teachers and evaluators through the
process. Full implementation of the TKES instrument was put into effect in the
beginning of 20122013 school year.
The technology standards included in the TKES instrument identify essential
skills teachers are required to possess in order to be effective using computers and other
technology tools available to them for instruction. Linking teachers’ technology skills
assessments, such as the TKES, to teachers certification requirements helps certify that
teachers have the technology skills required by the state to support and guide students
in engaging curriculum with the integration of technology driven instruction. Of the
standards included on the TKES, the standard the teachers have the most difficulty with
is the prerequisite that they know how to integrate technology into instruction. For
example, teachers should know when it is appropriate to use technology with each
lesson and to choose the right technology tool. The standards were written for teachers
to integrate technology within instruction to engage students and to prepare them for
the 21st century world in which they live. Porter al. (2011) suggested that a national
curriculum could present the following benefits:
1) Efficiency. A national curriculum would alleviate the development of
standards by individual states. This could also improve the quality and
applicability of instructional materials, professional development, and teacher
education.
2) Quality of assessments. A national curriculum could provide for consistent
assessments that could be delivered electronically. (pp. 103-104)
3) Shared expectations. A national curriculum would offer consistency in what
is expected of students.
4) Focus. A national curriculum could bring greater focus to what is being
taught, improving the popular “mile wide and an inch deep” approach to the
state curriculums.
Role of Administrators in Technology Integration
The influence of school-based leadership on teachers’ beliefs, attitudes, and
perceptions regarding technology’s role in classroom instruction is underscored in
current research on factors that impact technology integration in schools. By choice and
demand, technology is restructuring education, teaching, and learning, and affects them
in ways that impact on everyone (Minocha et al. 2011). Additionally, reform initiatives
focused on the effective use of technology in the classroom also influences the dynamics
of educational leadership. Chang (2012) remarked that leadership that infuses the tenets
of technological competencies is emerging within a diversified educational leadership
landscape (p. 328). Such leadership dynamics require that today’s principals demonstrate
the competencies necessary to use technology in a manner that motivates, inspires, and
encourages technology use in all facets of the teaching and learning process. Additional
research completed by Chin (2010) suggested leadership that models the appropriate use
of technology in the learning environment remains uniquely different from traditional
leadership paradigms in that it does not require a focus on leadership actions or
characteristics.
Instead, technological leadership mandates that leaders develop, guide, manage,
and apply technology to foster and promote academic and professional excellence
within learning communities, In a 2012 study of the impact of leadership on technology
integration in schools, Wirt (2012) explained because technology remains a pivotal
component in schools, the demands placed on educational leaders has evolved and
increased tremendously (p.14). Therefore, it is imperative that school leaders lead the
technology integration charge. Educational leaders must subscribe to the benefits of
technology integration in schools if they are to serve as agents of educational reform.
According to Chang (2012), technological advancements have infused a renewed sense
of purpose and energy in education reform initiatives.
Overbay, Mollette, and Vasu (2011) further suggested principals must be fully
connected to the infrastructural and academic needs of the learning environment if they
are to lead technology-based school reform. Additional research conducted by Eren and
Kurt (2011), Hillard and Jackson (2011), Song and Owens (2011), Yuksel and Alemdar
(2012) solidified the concept that school principals are critically important to technology
integration. In essence, school leaders serve as the beacons for promoting technology’s
effective use in schools. Serving as beacons of technology reform requires school leaders
to maintain their focus on using technology to excite, energize, promote, and sustain
academic excellence for all members of the learning community. Principals are charged
with the responsibility of leading all aspects of learning communities; therefore, when
they engage in practices that hamper educational progress the effects are far reaching
(Yuksel & Alemdar).
Administrators also need to be mindful of their special education students when it
comes to teachers integrating technology. Special education students who are under the
response to intervention (RTI) program must also follow technology standards required in
the Common Core Georgia Performance Standards. RTI is a prevention and intervention
model for students who struggle in the areas of reading and math, often in the early
grades (e.g., first to third). Administrators need to make sure that special education
teachers are integrating technology to literacy, mathematics, content-based instruction
(e.g., science), and evidence-based practices (Smith 2010). Classrooms in the 21st century
are saturated with technology. Baytak, Tarman, and Ajayi (2011) suggested that
“technology in education has the potential for improving teaching and learning” (p. 140).
Eristi and Kurt (2012) suggested that technology integration is an important component in
classroom environments.
Once teachers integrate technology within their instructional practices, the
benefits for their students are substantial. Researchers have documented student increase
in the area of academic understanding and achievement when effective technology is
integrated in the classroom (Bebel & Kay, 2010; Judson, 2010; Suhr et al., 2010).
Critical thinking and problem solving skills develop within students when the teacher
integrates technology-infused learning activities (Falloon, 2010). Not only is there an
increase in academic achievement, there is an increase and better collaboration and
communication among peers when technology is integrated (Stevens & Brown, 2011;
Yang & Lin, 2010).
Considering technology’s role in facilitating learning, it remains essential that
educational leaders and policy makers effectively use technology to create
learning communities where its potential can be fully attained and realized while
increasing educational gains.
Leaders must be well-informed and concerned about the obstacles teachers feel
they face in their schools. Conducting research to understand the obstacles and barriers
teachers face that prevent them from effectively integrating technology can help leaders
try to prevent those barriers and could positively impact teaching and learning. “Rather
than expecting technology to change the nature of teaching and learning, it may be more
beneficial to help teachers use technology to enhance the curriculum in ways they see fit”
(Ottenbreit et al, 2010, p. 1323). Therefore, for teachers to integrate technology
successfully, educational leaders and administrators need to provide an environment that
is conducive to support such teaching.
Barriers Teachers Face with Technology Integration
In a society where students interact with technology on a daily basis, it is
essential to bring technology into the classroom (Hutchison & Reinking, 2011). Odden
(2012) suggested meaningful technology integration requires schools to tap into the
power of technology 110% (p.15). There are many barriers in schools that impact
successful technology integration by teachers. However, it has been observed that
teachers’ intention to change is affected by a myriad of factors such as their attitudes,
beliefs, and school culture (Tay, Lim, Lim, & Koh, 2012). Many universities are
providing computer technology courses as part of their teacher education programs to
help better prepare their future teachers to effectively use computers in the classroom. In
practice, however, most teachers’ perceptions of technology integration are that they
neither have the time nor confidence to implement its use. Literature reveals that
teachers’ attitude and pedagogical beliefs toward technology represent the most critical
issues (Ertmer, et al., 2012; Richardson, 2013). Needless to say, the high uncertainty of
new up-and-coming technologies makes it even more strenuous for teachers to develop
the level of expertise needed to integrate technology in the classroom.
Prensky (2010b) summarized the intricacies of how first-, second-, and third-
order barriers can interface. With very few exceptions, schools have not been physically
designed for computers. Much time in our schools’ 45-minute instructional periods is
often wasted in computer setup and shutdown. Teachers are often unsure about how to
integrate technology in their lesson plans and often, administrators have little, if any,
guidance to give them. In many places where technology could liberate teachers most,
such as automatic grading of homework and tests, automatically have been neglected.
Adding digital technology is generally disruptive to what schools and teachers do, and
the pressure of high stakes testing only exacerbates this problem. (p. 4) When barriers
layer one upon the other, teachers are faced with enduring stumbling blocks or yielding
to the status quo. Or they may make some technological adaptations and reject others
because of feelings of frustration, limits to a person’s skill set, or access to technical
support.
For teachers to integrate technology successfully, educational leaders and
administrators need to provide an environment that is conducive to support such
teaching.
“Rather than expecting technology to change the nature of teaching and learning, it may
be more beneficial to help teachers use technology to enhance the curriculum in ways
they see fit” (Ottenbreit et al, 2010, p. 1323). Therefore, leaders must be well-informed
and concerned about the obstacles teachers feel they face in their schools. Conducting
research to understand the obstacles and barriers teachers face that prevent them from
effectively integrating technology can help leaders try to prevent those barriers and could
positively impact teaching and learning.
Once technology is integrated and in an effective instructional manner, students
may become engaged and be positively impacted in student learning. However, Tsai and
Chai (2011) pointed out that “barriers will always exist in one form or another” (p.
1,059). Therefore, it is imperative to recognize the barriers that avert teachers from
effectively integrating technology into instruction. Ertmer et al., (2012) analyzed the
relationship between teachers’ perceptions and technology integration practices
finding that teachers whose attitudes and perceptions support technology integration,
and who had the knowledge and skills to carry out their perceptions, were more likely
to experience success regardless of the barriers they face (p. 423).
Even though technology literacy has its benefits, there are several barriers to
effective technology integration that have been identified in the literature. Some of the
primary barriers are lack of professional development, time, and largely, individual
teacher beliefs. The percentage of teachers who had one or more computers in their
classrooms, according to the National Center for Education Statistics (Gray et al., 2010),
was 99% and the percentage of teachers who had access to the Internet in their
classrooms was 95%. The students to computers ratio in the classrooms was 1.7 to 1. In
addition to computers, teachers also listed technology items, such as projectors (36%),
interactive whiteboards (28%), and digital cameras (64%) as being available to them on a
daily basis. However, of the 99% of teachers who had daily access to computers in their
classrooms, only 40% reported using the computers often during instruction (Gray et al.,
2010.
Gibbs, Dosen, and Guerrero (2009) suggested that even though teachers have
technology resources available to them to use, technology integration still has its barriers.
(p. 13). For teachers to integrate technology, it is suggested they need to have
knowledge of the relationship between the content they are teaching, the best practices
for teaching the content, and the technology they are using (Ertmer & Ottenbreit-
Leftwich, 2010; Mishar & Koehler, 2006). Ertmer and Ottenbreit-Leftwich
recommended that when teachers integrate technology, they have knowledge that allows
them to (1) align technologies to specific learning goals, (2) choose technologies for
various phases of the learning process, and (3) select appropriate technologies to address
issues and needs.
Professional Development
Teachers are the most valuable and relevant factor in attaining meaningful
technology grounded educational reform. Potter and Rockinson-Szapkiw (2012) noted
ineffective professional development fails to underscore how teachers’ attitudes and
beliefs about the use of technology impact their approach to technology integration (p.
22). Ottenbreit (2010) stated, “Rather than expecting technology to change the nature of
teaching and learning, it may be more beneficial to help teachers use technology to
enhance the curriculum in ways they see fit” (p. 18). In essence, for effective
technology integration to become a reality in today’s classrooms, teachers must be
cognizant of its purpose and operation (Davies, 2011, p. 49).
To escalate teachers’ integration of technology enhanced instruction, Ertmer and
Ottenbreit-Leftwich (2010) argued that the emphasis should be placed on strengthening
teachers’ beliefs, perceptions, and technological skills by encouraging, and providing
opportunities for personal experiences with technology. Ertmer and Otenbreit-Leftwich
(2010) also indicated teachers’ that effectively use technology could help increase the
self-efficacy of other teachers’ use of technology if they would communicate and share
their experiences of student achievement and model how they effectively integrate
technology within their classroom. According to Ogwu (2010), the reason some
teachers do not integrate technology in their classrooms is because of the lack of skills
needed to use the tools available to them. School districts with technology plans can
provide the support, knowledge, and resources to create lesson plans while enhancing
teacher and administrator attitudes toward standards-based reforms (Pierce, 2010). Lu
(2010) found teachers expressed the need for technology infused professional learning
courses about how to integrate technology into specific curriculum standards as well as
a need for professional learning about how to use specific technological devices.
Johnson (2013) suggested skills sets have not yet been established relating to
technology skills that teachers should possess to facilitate student learning.
Professional development is necessary for effective technology integration. Cifuentes,
Maxwell, and Bulu (2011) stated that using technologies in schools does not amount to
increased student learning. Schrum, Mason, and Levin (2013) contended effective
professional development encourages and supports technology integration. Creating
conditions that support teachers’ technology integration efforts remains the only means
of realizing technology’s educational promise. As noted by Cifuentes, Maxwell, and
Bulu (2011), professional development remains an integral part of meaningful
technology integration
(p.60).
Teachers are applying technology in their classrooms, but they are not
effectively integrating technology to actively engage their students (Buckenmeyer,
2010). Buckenmeyer added that a significant number of educators fail to use the
technologies available to them (p. 28). Ertmer and Ottenbreit-Leftwich (2010)
recommended that teachers integrating technology have knowledge that allows them to
(1) align technologies to specific learning goals, (2) choose technologies for various
phases of the learning process, and (3) select appropriate technologies to address issues
and needs. Smolin and Lawless (2011) stated that technology can significantly expand
learning in a manner that a traditional curriculum cannot (p. 92).
Societies are aiming to train individuals who can apply technology appropriately
and effectively. Individuals have to be trained as good consumers of knowledge who can
have access to true and reliable knowledge in a short time, good producers of knowledge
who can generate new knowledge from the information they have access to and persons
who can generate new knowledge from the information they have access to and persons
who can market the knowledge they have produced, convert the knowledge to power and
money (Keser, 2011). Technologies trainers are affiliates in the process of training
individuals in this way; in turn, individuals can implement technology appropriately and
effectively. Training the information technologies trainers is a significant element in
integration of technology in education (Keser 2011).
A myriad of conferences take place during the summer, including the American
Library Association. These conferences feature speakers and programs that are both
about and designed with technology. Western Oklahoma’s first educational technology
conference (2013 Summer Technology Conference, “Recharge/Get Plugged In)
featured a wide ranging program from a wide ranging group of participants (classroom
teachers, teacher librarians, technology managers, and administrators). Conference
presenters offer teachers a chance to mingle with peers and colleagues and learn how
to integrate technology into the classroom as well as the school library, and offers
ideas about how to facilitate technology advances in the classroom (Marcoux, 2013).
Ertmer and Ottenbreit-Leftwich (2010) suggested that teacher change for the
purpose of integrating technology within instruction can be accomplished through both
teacher education programs for pre-service teachers and professional development for
inservice teachers. According to the National Staff Development Council (2011a), the
goal of professional development is to increase student achievement via teacher
continuing education. Accordingly, standards to help guide professional development
programs were created by members of the NSDC, which benefit students by preparing
teachers with the skills and knowledge necessary for effective 21st century classroom
learning.
Relying on technology to create technology-infused learning communities means
that knowing how to effectively use technology should remain at the core of teachers’
“professional repertoire” (Keengwe, Georgina, & Wachira, 2010, p. 2). It is essential that
increased professional development opportunities be offered to educators responsible for
increasing the effective use of technology in instructional practices (Buckenmeyer, 2010,
p. 3). Smiling and Lawless (2011) further supported the notion that professional
development is essential to effective technology integration in classrooms (p. 92).
Levin and Schrum (2013) asserted that technology is vital for student learning in the
21st century; therefore, teachers must receive professional supports essential for
creating meaningful educational change, expansion, or growth (p. 38).
Duran and Fossum (2010) promoted the concept that teachers determine the
ultimate success or failure of all technology integration initiatives. Teachers’ willingness
and preparedness to integrate technology into their daily practices remains a key variable
for transforming teaching and learning while creating technologically rich learning
communities. Professional development that promotes and sustains teachers’ use of
technology in instruction should result in the transformation of classroom practices.
Ongoing, research-based, and job-embedded professional development opportunities
remain essential to meaningful technology integration. Martin, et al. (2010) offered
exceptional professional development is critical to the implementation of lasting
technology reform initiatives.
Professional development should be used to provide teachers with learning
opportunities that to implement technology. Teachers who are at the heart of
educational reform value opportunities to engage in professional development
(Ghamrawi, 2013).
According to Hsu (2010), affording teachers opportunities to “shadow” colleagues who
are experiencing instructional success with technology must be factored into the realm of
preparing educators to effectively use technology. Hsu contended that this approach to
technology-based professional development remains a valuable aspect for personalizing
the quality and types of professional development opportunities offered to educators; this
approach is essential if the benefits of technology integration are to be realized in
classrooms. Therefore, technology integration and the creation of technology-rich
learning communities cannot be used to promote academic excellence in schools
without a focus on professional growth and advancement. According to Schleede
(2011), meaningful technology integration begins with a focus on professional
development that reflects teachers’ needs and fosters educator buy-in. Such professional
development models will create pathways for schools to benefit from the use of
technology in classroom instruction.
A focus on effective technology integration in schools impacts various facets of
the educational spectrum including teacher preparation programs. Moore-Hayes (2011)
suggested a rapid increase in technology integration in education has a profound effect
on the teaching profession, particularly as it relates to new instructional tools and
strategies for teaching and learning. Prensky (2010) supported the view that educational
leaders need to be knowledgeable about technology resources and, likewise, need to find
creative ways to fund technology in schools.
Ajayi (2010) recognized the effective integration of technology into
instructional practices is a major challenge faced in many teachers’ preparation
programs, especially for preparing novice teachers to meet the diverse needs of today’s
learners. Hence, the design of teacher preparation programs need to include
components that can be used by teachers that will help them address deficits in existing
practices in an effort to support schools’ technology-based reform initiatives. Graham,
Tripp, and Wentworth (2010) reiterated the notion that teacher preparation programs
must adequately prepare preservice teachers to effectively use technology in
meaningful ways.
Results from several years of studies (Darling-Hammond et al., 2009 2010) about
the quality and effectiveness of professional development point to the ineffectiveness of
the existing structures of teacher workshop programs, specifically, sessions taught
outside the classroom setting. Darling-Hammond et al. also found that new and veteran
teachers encounter difficulty applying innovative strategies learned in one-day
professional development sessions without support or collaboration. Darling-Hammond
et al. noted that most professional development sessions last from about 5 to 14 hours,
which is not conducive to a substantial increase in teacher learning.
Hsu (2010) discovered that the better trained the teacher was in the use of
technology, the more likely the teacher was to successfully integrate it into classroom
instruction. Rientiesa, Brouwerb, and Lygo-Bakera (2013) indicated that teachers from a
range of disciplines including mathematics became more confident in terms of
integrating technology into practices with pedagogical design principles after 12 weeks
of technology training. In Polly and Orrill’s (2012) study, teachers reported a gain in
knowledge about technology and the technology support in mathematics teaching
through the exploration of technology-rich mathematical technology training.
Members of the Professional Standards Commission reexamined the
technology licensure issues and the role that the new technology standards in Georgia
will play in initial and renewed licensure for teachers. One area under review is the
relationship between the technology standards required and the current professional
development activities being used to train teachers in these areas. Shih-Hsiung, (2013),
Uslu and
Bumen (2012), and Shu Chien and Franklin (2011) suggested that, too often, current
technology-focused professional development models do not lend themselves to
supporting teachers use of technology in the classroom. One example of a current quality
professional development plan is the Georgia Framework for Integrating Technology in
the Student-Centered Classroom (InTech). The focus of the InTech professional
development plan is curriculum and teaching methods rather than starting with technical
skills. Once teachers are trained in the area of instructional methods, the integration of
technology is gradually infused into the training.
Teachers have pointed to the lack of quality professional learning to model ways for
them to integrate technology into the teaching process. Harris and Hofer (2011) reported
encouraging results when teachers received professional development that focused on
technology integration and effective pedagogy. Technology Pedagogical Content
Knowledge (TPACK) is the professional development program Harris and Hofer
referred to (Harris & Hofer, 2011). Teachers, who attended the professional development
program TPACK, were supplied with the content specific materials they needed to
support engaging teaching practices that integrated technology into their curriculum
(Harris & Hofer, 2011). The results of Harris and Hofer’s study revealed that teachers
successfully implemented the TPACK professional development framework to support
both effective pedagogy and technology integration. For teachers to become more
proficient in integrating technology, they need adequate and sufficient training to
apply these skills in the classroom.
Teachers are reminded each day by their school administrators that they need to
meet each individual student’s needs by differentiating their instruction, but
administrators forget that teachers also need differentiated instruction themselves. A
kindergarten teacher may use a computer to help reinforce students' letter recognition
skills; whereas, a fifth grade science teacher may use specialized technology such as
software to conduct experiments in the classroom and spreadsheets to gather and analyze
the data collected. Those who create technology standards and assessments for teachers
need to consider what individual skills are needed at different levels of instruction.
Some, but not all schools have their own technology specialist to be available to
support teachers with their technology needs during the day. Ogwu (2010) affirmed
teachers believed the solution to the scarcity of professional development focused on
technology integration was to hire a technology specialist to help train and assist teachers
with technology integration. Inan and Lowther (2010) confirmed the need for schools to
hire a technology specialist. The results of their study indicated that support for
technology integration is a major obstacle confronting teachers as they integrate
technology into their classrooms (Inan & Lowther, 2012).
Beglau et al. (2011) reported there were benefits for school districts that provided
teachers an opportunity to participate in a professional development program that
allowed them to work directly with a coach. This coach would provide effective best
practices required so that the integration of technology could be successfully achieved.
Through the International Society for Technology in Education, teachers can attend
technologyrelated professional development that included three elements: (a) effective
coaching, (b) collaboration through online learning communities, and (c) technology rich
learning experiences (Beglau et al. 2011). Almekhlafi and Almeqdadi (2010) found that
teachers needed time to collaborate with their peers about technology integration and
should be provided with frequent training opportunities. According to Cifuentes,
Maxwell, and Bulu (2011), when school and district administrators created a professional
learning community of teachers within their school or district who were committed to
reformed instructional practices integrating technology, administrators saw increased
technology integration in the classroom, increased student engagement, more student-
centered instruction, and positive student achievement.
Lack of Resources and Time
Ogwu (2010) acknowledged that teachers believed the lack of technology
software and tools available to them and the inability to access the software and tools was
a barrier that prevented them from integrating technology in the classroom. Yaratan and
Kural (2010) reported that teachers perceived that they did not have time to integrate
technology. Teachers in the state of Georgia felt that they did not have the time to
integrate technology and time to cover all the state mandated standards required of them.
Therefore, Anthony and Clark (2010) contended that for technology integration to be
successful, the educational leader must create a clear vision of successful technology use.
Teachers indicated that the availability of computers in the classroom can be a
major problem. In reality, however, getting an open date in a computer lab can be
challenging at times. In some cases, the issue is just simply not having enough computers
in their classrooms. One elementary teacher indicated that she has 23-25 students in her
class, but only two computers in the classroom. This situation presents a problem when
students are given a mandatory assignment because it takes two or more weeks for
everyone to finish the assignment. All teachers indicate that they have at least one
computer available in their classrooms, but some of them mainly use it for research
purposes, not for classroom instruction (Chien, 2013). Wachira and Keengwe (2011)
found that while access to computer technology in schools is improving, consistent
declines in both use and integration of computer technology for the enhancement of
student learning were apparent for the teachers that they surveyed (p. 17).
Teachers spend time trying to find available technological tools to integrate in
their classrooms. Lacina, Matthews, and Nutt (2011) reported that often teachers’
commitment to integrate technology in the classroom is obstructed by the lack of
availability of the essential technological tools and resources to facilitate learning. When
researchers describe time as a barrier to integrating technology, they describe the barrier
of time as related to learning and implementing as well as to experience using the
technology (Starky, 2010). Kopcha (2010) revealed that the length of time necessary to
learn how to integrate technology and prepare lesson plans constituted a barrier to its use.
Providing opportunities for technology infused professional development and teacher
collaboration within the school day can also address the time barrier that impedes
effective integration of technology.
There are many types of educational software programs for teachers to use during
instruction, but not all schools have the software available for their teachers. Almekhlafi
and Almeqdadi (2010) reported teachers did not have the appropriate software needed to
support their curriculums. The primary problem for teachers to integrate technology in
classrooms across the United States is no longer due to a lack of student or teacher
access. Public school districts have greatly improved access to technology resources, and
researchers have found that 100% of public elementary schools have access to the
Internet, more than 98% of classroom computers are online, and the average student to
computer ratio is 3:1 (NCES, 2010). According to the United States Department of
Education (2011), the majority of classrooms have internet access available to them, and
the quantity of computers in schools has increased to a ratio of 4 computers to 1 student.
Inan and Lowther (2010) stated that although there was an increase in technology
resources available, integration of technology is still not being implemented in many
classrooms as it should. Conversely, Robinson and Sebba (2010) stated that it was vital
that educational leaders feel obligated to provide or set aside funding that would be used
to purchase new technologies and maintain current resources for their teachers.
Lacina, Matthews, and Nutt (2011) reported that it is vital for educational
administrators to make available, the resources necessary to integrate technology into the
teachers’ daily instruction. Administrators also need to provide teachers the time
necessary to plan for its effective implementation. Fast-tracking the rate of technology
integration in schools remains challenging, according to Dede (2011) who stated that
educational professionals must increase the rate of technology use.
Teachers are mandated and encouraged to embrace new technology and resources
for delivering instruction; however, they do not always have time to effectively explore
and learn those new tools. One recommended solution is to transform students into peer
coaches who could bring fresh ideas to teachers. Our students come from a generation of
confident and talented youth who are comfortable with being uncomfortable when it
comes to integrating 21st century skills (Robinson, 2014).
Uncovering why some schools fail to create technologically sound learning
environments is an important aspect of the effort to identify obstacles to technology
integration in classrooms. For example, Lacina, Matthews, and Nutt (2011) reported that,
too often, teachers’ willingness to integrate technology in instructional practices is
hindered by lack of availability of the necessary technological tools and resources to
facilitate learning.
Impact of Teachers’ Attitudes, Beliefs, and Perceptions about Technology
Integration
Connections between self-efficacy and teachers’ perceptions of their ability to
deliver meaningful technologically-infused instruction to all learners is coupled with
their willingness to engage in and experiment with new and innovative instructional
strategies as noted by Moore-Hayes (2011). Recognizing that the classroom remains an
essential component for clearing the pathway to meaningful technology integration,
Smolin and
Lawless (2011) argued as “frontline” stakeholders, teachers’ role in facilitating
technology in schools cannot be disregarded (p. 93). Ferriter (2010) also underscored
teachers’ role in effective technology integration initiatives through his assertion that
teachers must become technologically-versed in the use of technology to improve
instruction. Additionally, teachers must adhere to the belief that technology can indeed
increase learning outcomes Chin, J.M. (2010). In essence, teachers continue to be the
most important facet in the technology integration equation, prompting an urgent need to
explore factors that impact their perceptions of and willingness to integrate technology in
all aspects of classroom instruction. Lin and Lu (2010) reveled high levels of teacher
selfefficacy resulted in increased time and commitment dedicated to the amalgamation of
technology. Similarly, according to Inan and Lowther (2010), teachers who felt ready
and had the confidence to integrate technology in their classrooms did so more
frequently than other teachers in their study.
It is essential for educational leaders to discuss the necessary components needed
to help teachers provide for the successful integration of technology as a learning and
teaching tool in the 21st century classroom. Cullen and Greene (2011) contended
teachers’ attitudes toward technology integration are the strongest predictors of whether
or not they would incorporate technology rich instructional strategies into their
classrooms (p. 31). According to Anthony and Clark (2010), too many school initiatives
impacted teachers’ ability to focus on incorporating technology in their classrooms.
Yaratan and Kural (2010) reported that teachers perceived technology integration
interfered with the time it took to cover curriculum mandates represented a significant
obstacle, one which prevented teachers from integrating technology.
In a study of 300 elementary teachers in Taiwan, the researcher aimed to
determine the levels of computer anxiety and computer self-efficacy, and their
correlations to classroom teaching (Chen, 2012), In this study teachers had moderate to
high computer phobia and low computer self-efficacy (Chen, 2012). Also, it was found
that teachers who frequently used computers showed lower computer phobia. Male
teachers perceived themselves as having higher computer self-efficacy, and younger
teachers tended to have a lower level of computer phobia and higher computer
selfefficacy. High accessibility of computers at school for teachers would significantly
lower computer anxiety and raise computer self-efficacy. Professionals working in
educational centers have to be aware if teachers do not have enough internal interest
towards computer use, technology integration will not work in the classroom.
In a current study aimed to discover the attitudes of pre-service Turkish teachers
toward computer use, results revealed that the participants had positive attitudes towards
computer use. In addition affective components, such as student engagement, had a
positive significant correlation with behavioral intention, but a significant negative
correlation with perceived usefulness (Saricoban, 2013). In other words, the more the
students’ feelings towards computer use increased, the more intensively teachers’ beliefs
about the usefulness of computers in their job decreased. Furthermore, computer courses
had no effect on teachers’ attitudes towards computers; whereas, the participants’ age
and subject domain had a significant effect on their attitude towards computer use.
Teachers indicated a number of ways in which they improved their technology
skills. Some teachers indicated workshops were a good resource, because they provide
necessary training in the use of technology integration. One teacher indicated: “I
develop my technology skills by going to workshops and taking classes” (Chien, 2013,
p. 11). Other teachers indicated that they observe the more technology-savvy teachers in
their schools and use these individuals as a resource for improvement. One teacher
stated,
“Many times if I find that another teacher has received training, or is knowledgeable in
an area of technology that interests me, I will use their expertise in learning the new
skills” (Chien, 2013, p. 11).
Despite the progress that computer technology has made, there is still a common
misconception that computers and the Internet are the only useful technologies for the
field of education (Lyle, 2009). According to Kay, Knaack, and Petrarca (2009), when
elementary school teachers used web-based learning tools as part of their daily lessons,
they perceived that their students were more successful due to being highly engaged in
the lesson. These students also had higher test scores when tested on material taught with
the integration of technology. The teachers from this study indicated that not only did
they feel the web-based learning tools were easy for them to use, but the students felt the
tools were easy to use as well. With technology integrated activities, students become
highly engaged in their learning. Interactive lessons provide students with a more active
way of thinking by delivering hands-on learning experiences.
While state and local board of education reforms accentuate the importance of
integrating technology into the classroom, teachers’ perceptions and beliefs could
conceivably be potential obstacles to technology integration. For successful
implementation of technology integration, teachers have to buy-in to the idea that
technology integration is not a hindrance. In a study designed to discover teachers’
beliefs about technology integration, researchers found that teachers who had negative
attitudes about technology use in the classroom did not feel comfortable using
technology (Cullen & Greene, 2011). Conversely, teachers who did feel comfortable and
open to learning new technology welcomed technology integration in their classrooms.
Their attitudes were directly related to self-efficacy. Teachers who understood how to
use technology and the importance of technology use in their classrooms were open to
learning new ways of implementation, while teachers who did not were closed to using
technology in the classroom (Cullen & Greene, 2011).
Opposing Views about Technology Integration
Not all educators adhere to the principle that technology is a viable solution for
increasing student achievement. Opponents of technology integration in schools argue
that relying on technology to create conditions that foster and promote improved
teaching and learning practices remains a fallacy CITE. Capo and Orellana (2011)
suggested educators face a significant amount of demands and challenges as it pertains to
creating learning conditions that guarantee student success. Moore-Hayes (2011) further
stated that the national focus on integrating technology negatively impacts the growing
demands and challenges that educators already face. Cennamo, Ross and Ertmer (2010)
asserted the increased rate at which technology has been factored into education serves
as an additional burden to an already demanding workload faced by 21st century
educators. Wachira and Keengwe (2011) suggested although technology integration
continues to be regarded as a catalyst for lasting school reform, educational technologies
are yet to be effectively integrated into most K-12 classrooms.
Opposition to the use of technology in today’s classrooms is centered on the barriers that
continue to hinder its effective use in schools. There remains need to provide teachers
with the tools and resources necessary to facilitate the use of technology in classroom
instruction. Failure to remove barriers, such as lack of resources, and the lack of time to
research available technologies, results in the lack of teacher support to integrate
technology. Buckenmeyer (2010) suggested despite the investments made to successfully
integrate technology in schools, efforts will continue to prove futile if the focus remains
on technology instead of shifting attention to teachers and their needs to effectively
integrate technology. Wachira and Keengwe (2011) asserted technology will fall short of
leveraging the instructional landscape technology availability and training remains
limited, unreliable, and inaccessible to teachers. In essence, opponents of technology
integration in schools demand that educational reform initiatives redirect the national
emphasis on technology to a focus on developing pedagogy while providing teachers’
with an array of instructional strategies and resources from which they can readily select
to foster teaching and learning.
In recent years, educational professionals from a variety of disciplines have
designed and implemented computer games for educational purposes. However, one
challenge for game-based learning is to integrate intentional learning into game features
while not violating or corrupting what is enjoyable about games. Educational gaming as
a learning tool may be less effective for certain group of learners-those who were not
game players, or had difficulty extracting knowledge from the games (Brom, Sisler &
Slavik,
2010).
Summary
At the core of effective technology integration in schools are teachers’
willingness, attitudes, beliefs, and perceptions about the benefits of technology
integration in their instructional practices. Dawson (2012) stated that teachers are
essential in determining how technology is used in the classroom. Demps,
Lincoln, and Cifuentes (2011) showed that strong support for teachers resulted in
rewarding experiences and opportunity for teachers to concentrate on quality
instruction using technology.
Other important factors addressed while laying the foundation for this proposed research
study include examination of barriers that affect teachers’ use of technology in school.
Such barriers include teachers’ inadequate preparation to use technology, educational
leaders who are not equipped to manage and lead technologically-sound learning
communities, insufficient time to plan for technology’s effective use in classroom
instruction, and lack of access to job-embedded professional development. The
forthcoming sections of this proposed research study will include the methodology
framework that addresses data collection methods, procedures, analysis and reporting of
the data. Additional sections that will be included in this research study include research
findings, limitations of the study, recommendations based on research findings,
suggestions for additional areas of research, concluding with an extensive overview of
the entire research study.
Section 3: Methodology
Introduction
The purpose of this qualitative case study was to investigate how K-5 teachers in a rural
setting perceive the process of integrating technology and use technology in their daily
instruction. The research method used for this study was a qualitative case study. A case
study is an intensive, holistic description and analysis of a single, bounded unit
(Merriam, 2009). In a case study, the researcher focuses on the exploration of an activity,
event, process, or individuals (Creswell, 2012). The following research question guided
the study:
1. How do K-5 teachers in a rural setting perceive the process of integrating
technology into their daily instruction?
2. How do K-5 teachers in a rural setting implement technology in their
delivery of instruction?
Face-to-face interviews were conducted with 10 elementary K-5 teachers from 10
elementary schools located in one large school district in the Southeast. Interviews were
conducted to gain an understanding of their perceptions and beliefs concerning the
process and barriers to integrating technology into their daily instruction. Observations of
the classroom teachers were also conducted to identify teaching strategies for integrating
technology. Finally, copies of lesson plans were collected to determine how successful
teachers build lesson plans around teaching 21st century skills through the
implementation of technology. Lesson plans were examined for types of technology used
and for how teachers use technology to teach a lesson.
Generating data that reflect educators’ beliefs of the benefits of technology in
teaching and learning served as the foundation for addressing the research questions that
guided this study. As delineated by Merriam (2011), qualitative researchers unveil an
understanding of how experiences are interpreted by individuals who have lived those
experiences (p. 5). Lodico, Spauding, and Voegtle (2010) also supported the concept that
qualitative research is an appropriate platform for capturing key elements of the human
experience.
The next section includes a discussion of the study (a) research and design
approach, (b) setting and sample, (c) instrumentation, (d) data collection procedures, (e)
data analysis procedures, and (f) ethical considerations for the protection of human
participants.
Research Design and Approach
For this case study, qualitative data were collected to gain insight, meaning, and
understanding of teachers’ perceptions and beliefs about integrating technology. In this
case study, the aim was to gain an understanding of teachers’ perceptions and beliefs
about technology integration and the barriers they face. I was focusing on a particular
situation, so the case study is defined as particularistic (Merriam, 2009). The collected
data, each interview, observation, and the lesson plan was systematically reviewed to
identify patterns and themes. Once patterns and themes emerged from the data, each
skill and theme was typed into an Excel spreadsheet and color-coded. Each document
was reviewed and were color-coded concerning quotes, teaching strategies, skills, and
technology tools that fall under each category.
Setting
This study took place in a rural school district located in the South East United States.
The school district included 15 schools: 10 elementary schools, four middle schools, and
two high schools. The current study took place in the 10 elementary schools, which
included Grades K-5. All 10 elementary schools were ethnically diverse in the
population including European American, African American, and Hispanic American
students. All of the participants worked in the same school district where 44% of the
students qualified for free or reduced lunch. The number of students enrolled was
approximately 3,000, and the number of teachers was approximately 410. Every teacher
in this study had a desktop computer with the standard software that the system has
installed and provided.
Sample
Research participants were 10 K-5 teachers in a rural school district in a southern part
of the United States. Through personal observations and interviews, the participants
shared their perceptions and beliefs regarding technology integration in their daily
curriculum, as well as the barriers they faced. The participants ranged from veteran to
novice teachers to gain a wide perspective. All elementary school teachers in the school
were invited to volunteer to participate.
Ethical Protection of Participants
Several measures were taken to ensure the protection of the rights of the participants.
Creswell (2012) described three basic principles of federal guidelines for protecting
participants. These principles include (a) maximizing good outcomes and minimizing
risk; (b) protecting autonomy and ensuring well-informed, voluntary participation;
and (c) fair distribution of risk and benefits (p. 22). Prior to conducting data
collection, an institutional review board (IRB) request was submitted to Walden
University for approval to conduct the study. The superintendent of the district
involved in the study was asked to provide a letter of cooperation. Once approval was
given, I set up a day and time that I could briefly come by each of the K-5 schools
and speak at their faculty meeting. I presented the topic of my case study and gave
out my e-mail address. Those who would like to participate in the case study
contacted me via e-mail. To establish a researcher-participant working relationship, I
assured participants that their responses would not be judged and assured that their
responses would be respected. Upon receiving e-mails from those interested in
participating in the case study, I e-mailed those chosen with an attached informed
consent form to be filled out and returned.
Measures for ethical protection of participants included informing participants of
the purpose of the study, sharing information with participants, respecting the research
site, using ethical interview practices, maintaining confidentiality, and collaborating with
participants (Creswell, 2012). The interview format allowed for participants to be candid
about their perceptions and beliefs about technology integration. Confidentiality was of
the utmost importance; therefore, participants were protected by assigned pseudonyms as
a means of protecting their privacy (Kvale & Brinkman, 2009). Participants also
understood that at any time during the interview they could stop answering questions or
just quit the interview.
Guidelines were also used for participation in this study. Participants were asked
to provide a day and time that they would like their classes to be observed for the
purpose of research and data collection. They were also asked to provide a convenient
time to conduct the interview, which would take place outside of instructional time.
Participants were informed that they had the right to withdraw from the study at any
time. No data were collected prior to IRB approval. Upon IRB (approval#11-06-14-
0135074), all data have been stored on my computer and can only be accessed by a
secured password.
Data Collection Observations
Each study participant was observed as they taught one time for 45 minutes. The
classroom observation included teaching methods of the educators’ integrating
technology with instruction. Successful classroom teachers design instruction to
effectively teach students how to reason, analyze, weigh evidence, problem solve, and
communicate effectively. Notes were taken throughout the observation to record what
was observed. To be sure each observation examined similar teaching characteristics, an
observational protocol served as a guide (See Appendix A). Stake (1995) explained that
observations are often based on interpretation. As a means of interpreting the
observation, a reflective journal was maintained about the lessons observed.
Semistructured Interviews with Teachers
Semi-structured interviews were used to help me understand the participant’s
experiences integrating technology into their daily instruction. According to Stake
(1995), interviews are used to fill in the blanks of what researchers cannot observe.
Conducting a semi-structured interview allowed me to ask meaningful questions and still
allowed for flexibility in the conversation to take its natural course. Throughout the
interview, I asked the participants probing questions to delve into further detail to either
clarify a point or explain a comment further (Kvale & Brinkmann, 2009). During the
interviews, shorthand notes identifying key points were kept in a journal. Interviews
were audio-recorded for accuracy of the responses and verbatim transcription. Open-
ended questions were included in the interview so that the participants would be able to
“best voice their experiences unconstrained by any perspectives of the researcher of past
research findings” (Creswell, 2012, p. 218). Kvale and Brinkmann (2009) suggested
using an interview guide to serve as the base of the interview (See Appendix B).
Interviews were conducted during a time that was convenient for the potential
participants, and outside of instructional time.
A schedule for one-on-one interviews was designed based on participant availability.
Once each participant’s schedule was available, a calendar was created which included
all participants and their scheduled interviews. Participants received an individual
schedule of meeting days. If participants preferred the interview to be conducted via
telephone, there was a scheduled time for each phone interview as well. Each teacher
participated in a one-to-one, face-to-face interview. The audiotaped interviews took
approximately 45 minutes. In the event the participants were unable to meet in person
for the interview, they had the option of a phone interview (vale &
Brinkman, 2009).
Documents from Teachers
To gain understanding of teachers’ perceptions and beliefs about integrating technology
within instruction and delivery of instruction using technology, participants were asked
to provide a copy of a lesson plan. The lesson plan was a separate document from the
lesson observed. From the lesson plans I was saw which teachers integrated technology
within the curriculum and to what extent. A checklist was used to analyze the lesson
plans (See Appendix D). All data and documents have been placed in a locked filing
cabinet at the researcher’s home. Electronic files have been stored on the researcher’s
password-protected computer and backed up on a password-protected hard drive and will
be kept for five years.
Researcher’s Role
As a colleague of some of the participants for several years, it was imperative to define
my role of the researcher rather than as a colleague. I had no authority or evaluative
power over the potential participants, as I am a teacher in the district and have no
supervisory role at any of the schools. I have worked in the district for 20 years in
various capacities including paraprofessional, secretary, Instructional Coach, and
teacher. Because of my professional relationship with teachers in the district, reflexivity
was used to set aside personal biases that could have affected data analysis. This research
topic has been a discussion in our school district for many years. It was imperative for
me, as the researcher, to enter the interview and classroom observation without any
preconceived notions or assumptions about individual responses or strategies. I also
stayed focused during the interviews and assured participants that they would not be
judged based on their responses.
Data Analysis
There are various ways to analyze qualitative data. According to Miles and Huberman
(1984), data analysis consists of three concurrent flows of activity: (a) data reduction, (b)
data display, and (c) conclusion-drawing/verification. Data reduction occurs
continuously throughout the life of the qualitative research project (Miles & Huberman,
1984). Data analysis for this case study was conducted throughout the data collection
process. Data display is defined as the organization of information so that further
analysis can take place (Miles & Huberman). Once data were collected, open coding was
used to help identify patterns and themes. Once the data collection was finished, all of
the interview transcripts, classroom observation notes, and lesson plans were compiled to
review findings and the information was organized for the purpose of identifying
patterns (Merriam, 2009). To analyze the collected data, each interview, classroom
observation, and lesson plan was systematically reviewed to identify patterns and
themes. Once patterns and themes emerged from the data, each skill and theme was
typed into an excel spreadsheet and color coded. Each skill and theme was a visual way
to help identify what teaching strategies were used and what changes needed to be made
to assist other teachers in integrating technology. Stake (1995) suggested that researchers
keep data in file folders which include personal notes of the classroom observations and
interviews, as well as photocopies of lesson plans. Files will be kept in a secure location
in my home.
Evidence of Quality
Data analysis included code recode, reflexivity, dense description, and triangulation to
ensure accuracy and credibility. Code recode allowed for more refined codes and the
potential to develop new codes through analysis (Merriam, 2009). This process occurred
as classroom observations, and interviews were completed. While certain biases were
challenging, through reflexivity, I bracketed my biases to ensure data were analyzed
fairly (Merriam, 2009). Throughout data analysis, I used verbatim quotes from
participants to provide dense description. Using multiple sources of evidence in case
studies makes case studies much more convincing and accurate because they are then
based on several different sources of information (Yin, 2003 2009). If there were any
discrepancies in the accuracy of the data, the data were discarded and the discrepancy
was noted.
Section 4: Results
Introduction
For this case study, qualitative data were collected to gain insight, meaning, and
understanding of teachers’ perceptions and beliefs about integrating technology into
classroom instruction and the barriers they face. The collected data, each interview,
classroom observation, and lesson plan were systematically reviewed to identify patterns
and themes. Once patterns and themes emerged from the data, each skill and theme was
typed into an Excel spreadsheet and color-coded with regard to quotes, teaching
strategies, skills, and technology tools that fell under each category. This process
provided a visual way to help identify what teaching strategies were used.
This study was based on the following research questions:
1. How do K-5 teachers in rural setting perceive the process of integrating
technology into their daily instruction?
2. How do K-5 teachers in a rural setting implement technology in their
delivery of instruction?
This section is organized into three subsections. It contains both the processes
that were used to gather, generate, record, and analyze the data, as well as the outcomes
of the data analysis. This first section contains information by which data were
generated, gathered, and recorded including the systems used for keeping track of data
and emerging understandings. The second section includes the methods used to analyze
the data and includes findings of this study in a manner that addresses the research
questions. Patterns, relationships, and themes described as findings are supported by the
data. In the third section, I present a discussion of the quality of the evidence in the data
collected and the organization of data.
Data Collection Process
The process of data collection began with the identification of participants. The
participants were teachers from 10 K-5 schools in a rural school district in a southern part
of the United States who volunteered to participate in the study and were willing to give
their time to be interviewed and observed. I scheduled a day and time that I could briefly
visit each of the K-5 schools and speak at their faculty meeting. I presented the topic of
my case study and provided my e-mail address for those who wanted to volunteer to
participate in the study. Participants contacted me via e-mail to inform me of their
voluntary participation. They were all provided with informed consent letters via e-mail
to which each replied with the words “I consent.” In an effort to establish a
researcherparticipant working relationship, I assured participants that their responses
would not be judged and assured that their responses would be respected and kept
confidential.
Once participants were selected, I contacted each one of them and scheduled a
day and time for their interview and classroom observation. The participants expressed
their suggestions for conducting the classroom observation and interview on the same
day. Participants asked to have their interviews at the end of the day and conducted in
their own classroom.
The qualitative methodology of this case study design included a combination of
semistructured interviews, integrated technology lesson plans, and observational field
notes from the classroom observation. Data were collected over a 2 1/2 time period in
October, November, and December of 2014. The data collection took place at 10
elementary school campuses. Of the 10 teacher participants, three teachers identified
themselves as first grade teachers, two identified themselves as third grade teachers,
two identified themselves as fifth grade teachers, two identified themselves as fourth
grade teachers, and one was a second grade teacher. All of the teachers were self-
identified as technology-using, elementary-level teachers, and had received some
training in the area of integrating technology in the classroom.
Classroom Observations
As part of the research agenda for the qualitative data collection process, I visited
the research sites for direct classroom observations in teacher classrooms. The classroom
observations were focused on observing teachers’ use of technology in the classrooms for
instructional purposes. Not all teachers and classrooms were a part of the field
observation. The selection of teachers for the observation was purposeful, and it only
included teachers who were interviewed.
The classroom observations were conducted prior to the interviews on the same
scheduled day for each teacher. The role of the observer in the setting was a
nonparticipant role. I arrived at each of the schools at the scheduled time and checked in
at the front office. I was given a visitor’s pass and proceeded to the teacher’s room. Once
in the room, the teachers introduced me to the class and told the students that I was a
college student who was visiting for an observation.
Ten participants were observed for approximately 45 minutes. An observation
protocol (Appendix C) was used for each classroom observation to maintain continuity in
the data collection. The observation included teaching methods the educator used
successfully to integrate technology within instruction. To record the observation, notes
were taken throughout the observation. Stake (1995) explained that observations are
often based on interpretation. As a means of interpreting the observation, a reflective
journal was maintained on the lessons observed. Once the observations were completed,
I thanked the teachers and reminded them that I would see them at the end of the day for
their interview.
Interviews
A schedule for one-on-one interviews was designed based on participant
availability. Once each participant’s schedule was available, a calendar was created that
included all participants and their scheduled interviews. Participants received an
individual schedule of meeting days and times. If participants preferred the interview to
be conducted via telephone, there was a scheduled time for each phone interview as well.
There were no telephone interviews.
I arrived at each of the participants’ schools at the designated times and checked
in at the front office. I was given a pass and was escorted to the teacher’s classroom. I
was invited in by the teacher and given a seat. After a brief introduction, the intent of the
interview was explained. Each interview was started and ended in the same manner
informing the participant that all the information was confidential and would only be
used for the purpose of this research study. All names and places were coded to assure
confidentiality. All sessions were digitally voice recorded and transcribed verbatim. To
maintain complete confidentiality, each participant in this study was identified with an
alphabet designation of A, B, C, and so on. Each interview session was guided by the
same set of semistructured interview questions as seen in Appendices B. The
interviews of the 10 participants lasted approximately 45 minutes. To document the
interviews, shorthand notes identifying key points were taken and kept in a journal. The
interviews were audio recorded for accuracy of responses and were transcribed
verbatim. During this time, participants were asked a series of 10 open-ended questions
developed to gather the necessary data to answer the research questions (Appendix B).
These interviews occurred over a three-week period. All 10 interviews took place at the
school site after school hours. Each participant chose the date, time, and place for the
interview. The participants were assured that their responses would remain confidential
so that they would feel free to answer openly and honestly about their experiences
integrating technology within instruction. These interviews were recorded and then
transcribed verbatim within 72 hours by color coding to identify themes. Conducting a
semistructured interview allowed me to ask meaningful questions and still allowed for
flexibility in the conversation to take its natural course.
An interview guide was used to ensure that the same general areas of information
were collected from each interviewee. Brinkmann (2009) suggested using an interview
guide to serve as the basis of the interview (See Appendix B). Each interview in this
study was conducted with the potential participant during a time that was convenient and
outside of instructional time. Once the interviews were completed, I thanked the
participants and asked them for their copy of one of their technology infused lesson
plans.
Research Findings
The following section includes a description with analysis of the research findings
presented in the context of the relationship to each of the two research questions. All
elementary school educators in the district were invited to participate. From these
participants, 10 K-5 teachers, one from each of the 10 elementary schools in the district,
was selected to establish the case. Data analysis was based on case analysis of
information collected from interviews, technology-integrated lesson plans, and
classroom observations to address the research questions and draw conclusions.
Data Analysis
The data were analyzed using color coding to identify themes. I carefully read all
interview transcriptions twice. I then conducted open coding by generating numerous
category codes as I read responses, labeling data that were related without worrying
about the variety of categories. I wrote notes to myself in my journal, listing ideas or
finding relationships. I noticed, and I watched for special vocabulary that participants
used because it often indicated an important topic. The Text Highlight Color feature of
Microsoft Office Word was used to highlight key words and phrases in the transcripts for
each identified category.
Next I used coding to eliminate, combine, or subdivide coding categories and
looked for repeating ideas and larger themes that connected codes. After I developed
my coded categories, I made a list that assigned each code an abbreviation and
description.
The themes that emerged from coding the data were lack of time, lack of resources, lack
of motivation because of standard mandates, and the lack of knowledge in the area of
technology use.
There were no discrepant cases, but one participant reported different perceptions
of the process from the other nine. Participant F stated that she preferred to use only a
limited amount of technology and that she was a proponent of the “old-school” method of
learning with books, paper, and pencils. She wants students to be self-sufficient and not
rely on a machine to do the work for them. She did not appear to understand the current
technological society. One example, she used was it may be a valuable skill to create a
graph on excel, but what happens if the computer is down? Students need to create a
graph on paper with an accurate scale for the X and Y axes. She still uses technology as a
means of lesson delivery because it is mandatory on the teacher observation instrument.
Evidence of Quality
Several strategies were used to analyze the data to address the research questions.
To ensure accuracy and credibility, data analysis included code recode, reflexivity, dense
description, and triangulation. Code recode has allowed for more refined codes and
potential to develop new codes through analysis (Merriam, 2009). This process occurred
as classroom observations, and interviews were completed. The researcher acted as the
primary data collection source and acknowledges personal values, biases, and
assumptions can affect the mechanics of the study including how data are collected,
analyzed, and interpreted. To preserve the quality of the study, I made every attempt to
devise methods of separating personal feelings and interpretations from the descriptions
and perspectives provided by the participants. Information coding and brackets were
included in field notes and a research journal to assist me in reflecting on new
information and to more effectively distinguish data from personal biases and views. If
there were any discrepancies in the accuracy of the data, the data were discarded and the
discrepancy was noted.
Credibility
To establish internal validity, I triangulated the interview data points with written notes
in my journal minutes. I also included the notes from the classroom observations. To
further establish credibility, participants taught in 10 different school sites to reduce the
effect on the study of particular local factors peculiar to one institution.
Transferability
External validity was established through a rich narrative description of the teachers’
perceptions of their experiences with integrating technology. The narrative demonstrated
diverse perceptions of the collaborative experience which may enable transferability by a
variety of educators. Gender, age, and ethnic demographics within the purposeful
sampling of the 10 teachers at this rural school may enable transferability of the findings
by readers, but that decision will be made by each reader.
Dependability
To establish dependability, I triangulated the interview data points with written
notes in journal minutes kept by me. These notes included notes from the classroom
observations. Written notes were kept as an audit trail of the data collection and
analysis process.
Confirmabilty
The audit trail was a documentation of procedure. Additionally I kept a journal of notes
on my reflections and thoughts which also established confirmability. The act of
reflecting on the data and the responses garnered in the interviews allowed for the critical
analysis necessary in qualitative research. The case study methodology worked well for
this study because analyzing the in-depth interviews of the participants helped establish
themes and patterns to describe each the teacher’s perceptions.
Results: Research Question 1
Research Question 1: How do K-5 teachers in a rural setting perceive the process of
integrating technology into their daily instruction? Five themes were identified from the
data: (a) teachers felt there was a definite lack of time to prepare technology integrated
lessons, (b) there is a lack of available resources, (c) there is a general lack of training in
the area of integrating technology into curriculum, (d) teachers felt pressured to
integrate technology, and (e) teachers felt technology did enhance instruction.
Time for Collaboration with other Teachers
Teachers work under severe time constraints. They are asked to accomplish much,
which includes showing student growth, acquiring a minimum amount of time needed
for professional learning courses for re-certification, creating technology integrated
lesson plans, keeping data notebooks on each child, as well as other tasks. A common
theme voiced by the participants was the idea that teachers do not have enough time to
prepare integrated technology pieces into their lesson plans. The participants interviewed
expressed their interest in learning, but they often make little use of technologies because
they do not have enough time. Teachers are working alone or with a small group of grade
level teachers creating their lesson plans. The problem is that most of the administrators
want all teachers to create their own lesson plans and not to use plans of other teachers.
Teachers felt if they could work on the plans together they would make better use of
their time.
Participant E mentioned:
I often feel like teachers are just being dumped on with a to-do list and no time to
do everything, let alone teach. State mandates are requiring teachers in Georgia
to integrate technology into their lesson plans without thinking about time
restraints. The problem of lack of time exists for teachers in many aspects of our
work as it affects our ability to complete tasks.
Several of the participants in this study specifically stated which aspects of
integrating technology required more time. These include the time needed to locate
Internet advice, prepare lessons, explore and practice using the technology, deal
with technical problems, and receive adequate training.
Participant D, who had been teaching for five years when the state created the
Georgia Performance Common Core Standards, which include integrated
technology, expressed her perception of her own situation by saying:
When I started teaching I was given nothing in terms of instructional training in
the area of technology integration. However, because of the new Georgia Teacher
Evaluation instrument and the new standards, I had to find the time to teach
myself how to integrate technology into my daily routine.
Teachers appear to adapt to required teaching methods. Although several of the
participants in this study discussed the lack of time and training in the area of using
technology, they have managed to find the time, and have gained the necessary
knowledge needed for them to integrate technology within their teaching. Participant J
explained:
I don’t know how some teachers find the time to integrate technology for their
students because I can’t find the time. I already don’t have time to do all that
is expected of me as it is. I feel that I have to give something up, but what?
The lack of time is a theme within this study. Most of the teachers who were
involved in this study felt they needed an extra planning time just to practice and learn
how to use technology with fidelity, and to enhance their skills with its use. The lack of
time for planning was a consistent concern for the participants.
Participant G said:
I would like to see a technology integration specialist, someone like a reading
specialist, who comes around, works in classrooms, helps with special
projects, you know someone to help model how it is done. I feel that with
more support, someone modeling how to integrate technology, and just
knowing there was someone on campus to provide answers, would help with
my planning time
Teachers felt they had to spend too much time trying to research ways to integrate
technology and to implement it with fidelity. With all their extra time spent on trying to
learn how to use technology, what type of educational technology was available, and how
to integrate it, they did not have any time left to actually plan their daily lesson plan. The
teachers do not know where to get extra time that is vital to their success in implementing
technology driven instruction.
Need for Access to Technology Resources
The next theme was a lack of resources, such as computers in the classroom and the
lack of access to the resources. This theme was mentioned throughout data sources
indicating that lack of access to resources, including home access, is another complex
barrier that discourages teachers from integrating technology in their lessons.
Participant F mentioned how difficult it is to access computers in the school:
It is very difficult to always have access to computers at my school. You have to
book the computer lab or the computer cart in advance and sometimes I forget, or
I can only book it for one session. I don’t have the luxury of always having the
computers available to me because the labs and computer carts are shared with the
whole school, it is frustrating.
The barrier of accessibility of computers varied from school to school. Some of the
reasons for these differences were because of administrator’s choice on what to allocate
funds toward. Some of the schools, such as participant A’s school, had an entire
computer lab for each grade level and at least six computers in each classroom, which is
a great small group size. Participant A stated, “I thought we didn’t have enough
computers until I spoke to some of my friends at the other schools. Some of them only
have two student computers, I would go crazy. Participant F mentioned:
We have access to computers, it is the lack of bandwidth space at our school, and
it is extremely slow. Because it takes forever to go to a site, a lot of the teachers
hate using the computers, but because we are being evaluated by the state on
technology integration we have to just grit out teeth and deal with it. We are
expected to have our students on the computers and utilizing technology, but
when the school doesn’t have the proper equipment for us to use teachers become
frustrated. Our administrators have told us that this is a system problem and that
they are looking into expanding the bandwidth.
Within this research the lack of technology availability to teachers was a common
theme. Lacina, Matthews, and Nutt (2011) reported that, too often, teachers’ commitment
to integrate technology in the classroom is obstructed by the lack of availability of the
essential technological tools and resources to facilitate learning. As school districts create
their technology plans for the school year, they should explore all areas of individual
school needs.
Several of the participants interviewed expressed that the lack of technical support
prevents teachers from successfully integrating technology into their lessons. Participant
F stated, “I worry so much that one day my Principal will come in to do an observation
and my computer, or the program I have planned to use will not work properly.” The
teacher explained to me that the only support staff the school had to assist the teachers
with technical difficulties was their media specialist. This situation created a unique
problem at that school. The media specialist’s focus was on the duties of this position
rather than addressing the requests and needs of teaching staff. Several schools expressed
this same problem. There is a county technology coordinator that is available to assist
teachers, but there are only four of them for the 18 schools within the district.
Professional Development for Technology Integration
Another common theme revealed during the interviews was the teachers’ view
that there was a lack of effective training. Participants expressed their concern that there
are not enough training opportunities for them in the use of technology. Liu (2011) found
teachers expressed the need for technology infused professional learning courses about
how to integrate technology into specific curriculum standards as well as a need for
professional learning about how to use specific technological devices. Participant B
mentioned:
There is insufficient amount of Professional Learning courses offered for teachers
in the area of technology and computers. The available courses offered are
courses that I personally do not want to attend nor need training in. I think it
would be nice if whoever developed the professional learning courses could ask
the teachers what they felt they needed.
Participant A indicated to me that inappropriate teacher training is not
helping teachers to integrate technology within instruction. When technology needs
to be integrated in the classroom, teachers have to be trained in the use of these
particular programs to be successful, and to implement the programs with fidelity.
Participant I indicated that a lot of teachers were unable to integrate technology
with fidelity because of a variety of reasons:
I am not proficient in the use of the computer. I can be taught the programs my
students use but I also need some professional training to develop appropriate
skills, knowledge, and attitude regarding the effective use of computers to
support learning by my students.
Most of the participants in the study felt that when there are new tools, and
approaches to teaching such as integrating technology, training is essential if they are to
implement these approaches effectively and with confidence. Participant C told me that
she felt inadequately prepared and was not confident to carry out full integration of
technology in her classroom. She felt that there was also a need to not only be computer
literate but also to be able to develop skills in integrating computer use into her teaching
program.
The majority of the participants in the study agreed that they needed more time,
and training in the area of integrating educational technology. I discovered that teachers
want to learn how to use new technologies in their classrooms, but the lack of
opportunities for professional development obstructed them from integrating
technology with fidelity. Participant F stated, “I feel that we teachers are looked at to
differentiate and integrate our teaching for our students, so why don’t our
administrative staff differentiate to meet the teacher’s specific learning needs?” This
thought was the consensus of the teachers involved in this study, and a common theme
within the literature review.
Pressured to Integrate Technology
Teachers integrated technology in their curriculum because it was new, fun, and
engaging for the students. Teachers felt like it was an added resource that could enhance
their teaching. With the new teacher evaluation instrument in Georgia, which requires
teachers to integrate technology, teachers feel pressured to search for technology pieces
to include in their daily lesson plans. Participant C mentioned:
I think that technology-based instruction can be a great tool. I don’t feel however
that it can replace the teacher. Students are students, and they need to be accountable to a
person. They need to have someone to give guidance to them, if they have a question
about what they are working on, the student is not able to ask the computer. Students
need that immediate feedback from their teacher The participant felt that although
computers were a useful tool, it is just that, a tool, an inanimate object which is lifeless.
A person however is an animate object which is full of life. For example, teachers
provide students with verbal praise and encouragement, whereas a computer cannot
provide such support.
Limited time to integrate technology has put pressure on teachers. Participant B
stated:
Honestly, I prefer to use only a limited amount of technology. I am a
proponent of the “old-school” method of learning with books, papers, and
pencils. The problem with this is that administrators are coming into
classrooms to conduct teacher evaluations, and they are looking for technology
integration. When the administrator comes in, you must show them where you
are integrating technology in your class or you won’t get this area checked off
from the teacher evaluation checklist. This can hurt my annual evaluation at the
end of the year which in turn could jeopardize my job.
Participant B stated: “I feel that I am being forced to use educational tools that I
may not otherwise use every day because I am being told I have to because it is a state
requirement.” Teachers want the freedom to choose which methods work best when
teaching. They want to integrate technology that they feel comfortable and confident in
its use, and not mandated for them to use tools they otherwise may not have selected.
The state of Georgia’s new teacher evaluation platform has put a lot of pressure on
teachers in the area of their teaching styles. The tools and means a teacher uses to
instruct students are their tools of choice; it is the style in which they teach. Not every
teacher is efficient using technology within instruction and do not want to use it.
Participant H stated:
The Georgia Department of Education implemented the Georgia Frameworks
which includes technology standards for teachers to help their students prepare
for the 21st century workplace. The problem with this is that we were not
prepared in advance to be proficient with integrating technology because we were
not mandated to include this in our daily routine. It is like we were just told with
one day warning that we would be evaluated in the area of technology
integration, so we better be doing it.
Participant F, a veteran teacher, told me she felt pressured to use technology. She has
taught for so long without technology that it scared her when she found out that she had
to use it each day in some way. She stated: “My kids know more about how to use the
technology that is available in my class than I do. I worry that they go home and tell their
parents that I don’t know what I am doing.” She felt that the public and the students’
parents already had high expectations for them to use instructional technology, and now
the students seem to be less engaged in learning if the teachers are not using technology
in their lessons.
Some participants feel that because they are living in a technological society, they
are pressured to be the responsible person to teach students how to use technology.
Participant C stated: “Kids are growing up in a digital age. Most of the students I teach
have an iPod, iPad, computer, laptop, or some type of computer. Most of them have
access to the internet at home.” Because the students are already using so much
technology on their own, the teacher felt the students are expecting them to use
technology in their classroom.
Participant C also felt that the students seem bored and disengaged when she does
not use technology during a lesson. Teachers are feeling pressure from all sides, the state,
the students, the parents, and the school administration. Participant C stated:
I feel my students are less engaged when I am not using the computer, and expect
me to teach with computers all the time, I feel that I am pressured by not only the
state and the district, but also by my students.
So many students have iPods, iPads, or some type of technology they use that
they do expect to see it implemented within instruction.
Technology Integration Does Enhance Instruction
Most of the participants in this study agreed that technology is an important tool for
teaching and learning. They maintained that the use of technology helps to keep
students engaged in their learning. Participant C mentioned:
Technology plays an integral part of every school day in my classroom setting.
Any time you put students in front of a computer there is instant motivation.
Add in the bonus of a game format and students are doubly hooked. We live in a
technological generation, and this is what students expect.
In this study students were engaged when they were able to do their lessons on
the computer, or were able to interact with an Active Board. It is evident that technology
is a beneficial instructional tool.
Technology can be used to enhance, and engage student learning. Participant A
mentioned:
I like integrating technology to enhance student performance. It helps make my
instructional delivery easier and learning fun. Technology helps me meet the
needs of each student and helps build collaborative problem solving. I also feel
that by integrating technology I increase student motivation, and my student’s
attitudes toward learning. This method of lesson delivery has become an
integral part of my teaching practice.
Each classroom that I observed where the teachers were integrating technology,
the students were highly engaged in the content of the lesson. The students showed
interest by actively participating in the lesson by using the SMART Board, Elmo, or even
the Classroom Performance system. The small groups of students who were not using
technology showed less engagement, and active participation within the lesson.
Participant I was glad that the state of Georgia included technology integration as part of
the teacher observational instrument because without this mandate, technology
integration may not have occurred. Most of the teachers in this study agreed that they did
not feel they would be using technology as much if it were not mandatory.
Results: Research Question 2
Research question two asked how K-5 teachers in a rural setting implement technology
in their delivery of instruction. Four themes emerged from the data: (a) Instructional
videos, (b) PowerPoint guided lessons, (c) Student created PowerPoints, and
(d) progress monitoring.
Instructional Videos Are Useful for Enhancing Student Learning
The school system in which this research was conducted does not allow teachers to use
videos as part of their instructional technology, unless it is enhancing the teaching of a
concept in a way that would be difficult to do without technology. With high stakes
testing from the state, school administrators want to make sure that any type of
integration of technology utilizing videos be short and focused on the objective being
taught. Participant C explained:
I love using instructional videos in my classroom as activators and summarizers.
An activator is an activity that is used to link prior knowledge of my students with
the lesson content I am about to teach. A summarizer is the portion of the lesson
that gives evidence of student learning with a summarizing activity. This is why I
begin a lot of my lessons with a video. There are so many video resources on the
internet. I have used Safari Montage, United Streaming, Teacher Tube, and You
Tube the most.
Most of the participants in this study mentioned how engaged their
students became in the content when they are viewing a video. Participant A told
me that instructional videos were huge within his daily lesson:
One type of instructional video I like to use to help guide my instruction is
virtual tours. Virtual tours are like virtual fieldtrips. Our school system acts like
they are broke and each grade level is only allowed one field trip a year, so I
began using virtual tours. My students are highly engaged and love watching
them. They are able to tour the American Museum of Natural History, they have
toured the
Holocaust Museum, the Sistine Chapel, The Great Wall of China, and
Gettysburg.
What my students and I love about these virtual tours are that most of them are a
360 degree view. You can’t get that in a textbook.
Participant A was so enthusiastic about using virtual tours. I was told that the
students love the tours so much that the other teachers on the team are using the videos as
well.
Participant F told me that there were so many sites to find educational videos on that
selection was almost overwhelming. Participant F too agrees that videos are an
essential tool used
I love using movie trailers, and webinars to help my students learn. A lot of my
co-teachers think that webinars shouldn’t be used, but as long as my students
show understanding and they are engaged in the webinar, I think it is fine to use
them. The students do prefer the movie trailers over the webinars.
Webinars are a resource for teachers to help guide instruction as well. A key
feature of using webinars is the interaction between two live instructors in real time. You
can ask questions, and engage in interactive activities
Each of the elementary schools within the district provides student access to several on-
line computer programs that include educational games and videos. Participant B
mentioned:
I access webinars from the Scholastic site during reading. I also use the CPS for
immediate feedback to check for student understanding of lessons and mastery
of skills. I will also assign software assignments such as Study Island, Moby
Max, and Success Maker for independent student practice. All these programs
include engaging videos for the students.
It was interesting to me as an educator to hear two of the participants discuss how
they integrated webinars in their teaching practices for their students. Webinars create a
virtual classroom that comes directly to you.
Participant J discussed the importance of instructional videos in the classroom.
She shared:
As a teacher, my goal is to engage my students in the learning process as much as
possible. With technology so readily available to me, when it is working, I use
videos. My students generate greater amount of interest and enjoyment than the
more traditional worksheet packet that I would have once given. It took me a
while to get the hang of integrating technology, but I am getting the knack.
All participants in this study made me aware that the only videos teachers are
allowed to play in the classroom are instructional videos, and they must be included in
their lesson plans. Any other type of video must be approved by the principal and
their media specialist.
One of the participants who teaches history gets excited seeing the visual expressions
of her students when a video is used to take them back in time and hearing voices
from the past. Participant H told me:
I have to teach about the important role that Greece played in the Olympics and
how Greek architecture was vital to American architecture. Being able to put on a
video from the past is so much more engaging to my students, and they retain
what they have seen because the videos are so good.
Participant H expressed to me that the videos help guide instruction for follow up
activities, such as having students dress as the Greeks and creating Olympic games as a
culminating activity. Participant H also let me know that when the students were assessed
on this topic, the majority of the class passed with an A.
Participants indicated that instructional videos are a resource for educators to help
engage, and enhance student learning. Although most of the participants mentioned the
love for using the videos, several participants reminded that there are disadvantages to
planning and integrating instructional videos. No matter how well plans are developed,
there is a risk of technical difficulties, in which case, they have an alternative method for
instruction.
PowerPoint Guided Lessons
One other way teachers’ implemented technology into their daily instruction was by
using PowerPoints to help guide their lessons. Not only did the teachers use the
PowerPoints to guide their lessons, of the power-points that were used were interactive
for student participation. Participant G told me:
I pray every day that my computer or Smart-board doesn’t go down. I would be
totally lost because I use it every single day. I create a cool background that changes
themes monthly. I do this to keep things fresh and new for my students. I then create my
day one each slide. I include any videos links, and student interactive all in the same
Power-point. I also transition my students using the Power-point because I have
embedded music videos. I use a remote control and it works great. My classroom works
like clockwork, and my students love it. Teachers in this study used PowerPoint in
many ways. Participant F advised she uses Power-point frequently in the class, and also
said, “PowerPoints are fun for me to make. I like creating PowerPoints to help me teach
because I feel it helps me accommodate all learners’ needs in my classroom.” Participant
B said, “I like using PowerPoints because if students do not finish work during the class
period or are absent, the PowerPoint presentation would always be posted online for
students to access. The teacher said, “By posting my lesson online via PowerPoint,
students are held accountable for making sure they can get their work done. There is no
excuse because all my students know they can find out what we have done, on-line
every-day.”
Participant C said, “I like using PowerPoints to help me teach. I feel that the screen is
big enough and the activities I plan by using the PowerPoints are engaging. I have,
however, found out that I need to keep any type of animated gif, or images to a
minimum. My students get highly distracted by the animated gif, so I have come to
remember that the animated gifs are not the focus of the lesson.” One other participant
uses the PowerPoint program only for her activating strategies to introduce students to
the new content and to assess students’ prior knowledge. She told me, “I mainly grab
the attention of my students at the beginning of each lesson by using a short video clip
that has been embedded into a slide in the PowerPoint program. Once I have the
attention of my students, they are hooked.”
PowerPoint is frequently used in content delivery by most of the participants.
Participant C stated, “I like using PowerPoints in my room because my lesson can be
delivered with different types of media such as images, sounds, animations, and videos.
This helps my students stay engaged which in turn helps them to retain what they’re
being taught, especially those students that are visual learners.” All the teachers I
observed in the study expressed that preparing a presentation ahead of time, using
Powerpoint saves valuable instructional time. Because the information is already
prepared, the teacher does not have to spend time preparing the classroom for instruction
and possibly experiencing student focus. The lesson is cohesive because the teacher is not
required to change focus in teaching the lesson. For example, the teacher would not write
content on the board, and erase the content when discussed or explained to fill the board
with new information.
Student Created PowerPoints
Teachers explained how students were proficient in using technology and are talented in
using Power-point themselves. Participant I stated, “Sometimes I have problems
remembering how to do something in PowerPoint, and my students are able to tell me
how to do it. It always amazes me how much my students know about the computer and
the programs.” According to the teachers in this study, most of their students ask to do
their projects and other school work in PowerPoint form. Participant A stated, “My
students love to use PowerPoint to present projects to the class. I use a remote control
when I use PowerPoint in my class and the students look forward to being able to use the
remote control. They strut around the room, pointing at the screen like they are the
teacher.”
When teachers allow students to create their own PowerPoints to present to their peers,
the teacher may the facilitator of student learning, and the students may become active
participants in their own learning experience. Participants felt that students enjoyed
listening to their peers and were engaged in their learning when their peers were
teaching.
Participant D stated:
Before I turn over a lesson to a student to present using Power-point, I have
already taught the big idea. I tell the students that I am going to let them teach the
lesson, and that I will assign which student will teach which part of the lesson.
When I do this, my students become really excited and interested in what I am
teaching. This helps me teach because my students are paying close attention to
what I am saying.
Participant G stated ran the instructional portion of class with a PowerPoint, and told
me:
I enhance my instruction using PowerPoint as an enticement for my students.
They love using PowerPoint so I tell them they can use PowerPoint to create their
information about researching a topic. One such topic I have used was to create a
presentation about what they can learn about adverbs. They love the challenge;
they are using various skills like research skills, technology skills, and
organizational skills.
Students were not just creating PowerPoints to create research papers, turn in
homework, or for student guided instruction. Students were creating interactive games
within PowerPoint. Participant G had a student guiding the class teaching the four types
of sentences using an interactive PowerPoint game the student had created at home.
Participant G stated, “My student had gone home and created this wonderful PowerPoint
game that was very thorough and asked me if he could share it with the class. When I
looked it over I was really surprised that it was a learning game, so of course I was
going to let him share with the class. The entire class really enjoyed it.”
Progress Monitoring
Progress monitoring is used to assess students’ academic performance and evaluate the
effectiveness of instruction. Teachers have to progress monitor their students using either
weekly or biweekly assessments depending on their students’ intervention level. The
teachers use the data from progress monitoring to help guide their instruction. There are
several different methods and technology processes that the teachers use to progress
monitor their students. Participant J stated, “I use a spreadsheet to keep up with all of my
students’ district assessment results. I include the standards that the students are weak in;
I then use this information to help me differentiate my instruction for each student in the
area of need.”
Participant A told me that there are several progress monitoring programs that
teachers can find online that are free. She stated, “I really rely on my progress monitoring
data to help me monitor my students’ areas of weakness. I love changing up the types of
progress monitoring formats because they seem to offer me a different view of my
students’ needs. I then use the information to help me form my small groups.” Most
of the participants told me that during their data day meetings with their administrators,
they are asked to show how they are progress monitoring their students and how they are
using that information to help their students. Participant C stated, “I am so glad that there
are so many free resources online for progress monitoring. One site that
I love to check for ways of progress monitoring is Teachers Pay Teachers.” Teachers Pay
Teachers is an online marketplace where teachers sell their original lesson plans and
other course materials to other teachers. The majority of the materials found on Teachers
Pay, teachers have to purchase, but there are available resources for teachers to download
at no charge. Teachers use the progress monitoring information to help differentiate
instruction for their students. Having accessible, free, and online resources encourages
the use of a technology as a tool to help guide instruction.
Integration of technology has not only enhanced student learning, it has also
helped teachers have more access to student data which helps plan instruction.
Participant
F explained, “Because of all the technology available to teachers, we are now creating
countywide testing. Once testing is complete, we are able to access the data and see
exactly which standards students did not master and differentiate our instruction to
revisit those standards. Technology has definitely been a tool that I utilize to its fullest.”
Schools involved in this study were within the same school district and have access to
the same data systems for their students.
Results of Classroom Observations
In all the classrooms observed, the teachers had a Smart-board that they used for
delivering their lessons. All of the teachers observed used the Smart-board with fidelity.
In a few of the classrooms when a teacher was not sure where to find something within
the Smart-board tools, a student instructed the teacher in finding where it was. All the
Smart-boards in each classroom were wall mounted over an existing white-board.
In three of the classrooms, I witnessed students taking a quiz via Classroom
Performance System (CPS) clickers. . The teachers explained to the students that they
were going to take a quiz and to make sure they did not randomly make a selection and
click on a letter/number because the quiz was going to count as a grade. When the prompt
was shown, the students would read the question to themselves and then select and
indicate their answer by pressing their answer choices on their CPS clickers. There was a
colored scale on the Smart-board that showed numbers, which represented each student
clicker. The teachers could see when everyone made their choices and would proceed to
the next question. The teacher received immediate feedback from student responses and
would show the class a bar graph on the screen that represented the percentage of students
who picked answer A, B, C, or D, plus the correct answer. The students in all three
classes were very much engaged in finding out how they performed as a class.
In one classroom, the students were using an interactive software program. The
board had words listed in boxes, and pictures showing people, places, and things. The
students had to go to the board and choose a picture, then look for the adjective that
described the picture they chose. When they found the adjective the student had to place
their finger on the word they chose and move the word onto the picture by keeping their
finger pressed to the board, and gently gliding the word to the picture they chose. The
students were raising their hands to participate which indicated their desire to be active
participants. All of the classrooms observed were also equipped with audiovisual
equipment such as projectors, and an electronic visual document camera and projection
system, this school system uses the ELMO brand. In all the classrooms, there were lesson
plan binders on the corner of the teachers’ desks. Even though they created their lesson
plans on the computer, they had to keep a hard copy of their lesson plans on their desk
for administrators to locate when they would come for observations.
Seven out of the 10 classrooms I observed showed their morning announcements
on their Smart-boards. The other 3 schools had to view their announcements on a closed
circuit television that was mounted on the wall. From my observations the teachers and
students seemed to enjoy the announcements much better viewing them on the big screen
because the students were more attentive to the announcements. The majority of students
in the rooms with the closed circuit televisions were talking, and not paying attention to
the television. Four of the classrooms I observed the teachers used Google Chrome to
search for the activity they were using in the classroom. Out of the 10 classroom
observations, teachers from three of the observations were using a slate, a small pad that
the teacher could use to operate the Smart-board. Using the slate gave her the freedom to
walk around the room and actively engage with her students.
In all of the classrooms observed, there was at least one student working
independently on a computer. The teacher used a reading or math software program that
was adjusted to each student’s individual academic level. One classroom I observed had a
group of students return from the media center. They were using the computers in the
media center to create a PowerPoint to present a project to the classroom. The media
center cooperates with each teacher and allows students to come to the media center to
use the computers without being with a teacher.
Integrated Lesson Plans
As part of this case study, technology integrated lessons plans were collected from each
participant. All 10 participants integrated technology in their lesson plans. The types of
technology integrated were laptops, desktops, software, and Smart-Boards in their plans.
Participants E and H integrated the use of I-pads in their lessons and participant A
integrated the use of an E-reader in her plans. None of the participants integrated I-
phones, cell phones, or Active boards. One participant also used the computers in the
media center by stating in her lesson plans that groups of students were to go to the
media center to work on their PowerPoint project.
All of the participants’ lesson plans included hands-on-learning activities that involved
either students utilizing technology, or teachers using some type of technology within
instruction. The objectives in the lesson plans included the Georgia Department of
Educations’ mandatory integration of the technology standards.
Summary
This section was a presentation of the study findings. After coding the data, several
themes were evident. Themes that emerged for Research Question 1 were: (a) teachers
felt there was a lack of time to prepare technology integrated lessons, (b) there was a
lack of available resources, (c) there was a general lack of training in the area of
integrating technology into curriculum, (d) teachers felt pressured to integrate
technology, and (e) teachers felt technology did enhance instruction. There were four
themes that emerged for Research Question 2: (a) Instructional videos, (b) PowerPoint
guided lessons, (c) Student created PowerPoints, and (d) progress monitoring.
Teachers’ perceptions of the process of integrating technology in their daily
instruction varied, but overall perceptions were positive toward its use. Even though
Georgia State Standards mandate teachers to integrate technology within instruction and
hold them accountable for its use through their observational instrument, participants
came to a realization that their teaching methods and student learning have become more
engaging. All of the participants in the study noted that they integrate technology to the
degree available at their school site and have become confident and proficient in its use.
They also recognized that although technology can engage student learning, and enhance
teachers instruction, there are at times when barriers that prevent its use.
In Section 5, I will discuss the interpretation of the study’s findings. I will also review
limitations of scope and consider recommendations for further research. Implications for
positive social change will be discussed and my reflections will conclude the section.
Section 5: Discussion, Conclusion, and Recommendations
Overview
Depending upon the context and the learning needs, educational technology
serves both students and teachers in a variety of ways. Lever-Duffy and McDonald
(2011) defined educational technology as “any technology used by educators in the
support of the teaching and learning process” (p. 5). For example, teachers might use
educational technology to enhance communication with their students. Teachers might
employ a specific process or technology to address their students’ learning styles or
intelligences. They could incorporate computer programs such as PowerPoint, Safari
Montage, Success Maker, and Skype into their instruction to motivate students to engage
with complex content. Educational technologies, therefore, can be used to enhance and
support the teaching-learning process at any point within the instructional process
(LeverDuffy & McDonals, year; Smaldino et al., 2011).
The increasing pace of technology use and innovations requires teachers in all
disciplines to develop an understanding of how to become proficient in effectively
planning, implementing, and evaluating instruction that can foster student success in
technology-rich learning environments. It is important that teachers develop skills to
effectively integrate these emerging classroom technologies and teach students who have
grown up in this digital age of technology to compete and succeed in the workplace
(Lever-Duffy & McDonald, 2011). The purpose of this qualitative case study was to
examine teachers’ perceptions of technology integration and to understand how K-5
teachers in a rural setting implement technology in their delivery of instruction. I brought
to light information about understanding how individual teacher traits, such as beliefs,
perceptions, attitudes, concerns, and classroom instructional practices impact teacher
technology integration for classroom instruction and student learning. Findings may lead
to the improvement of technology integration strategies and teacher training through
professional development courses; findings might be used to reveal common
characteristics of exemplary technology use by teachers. A qualitative research method
was used to better understand the following research questions:
1. How do K-5 teachers in a rural setting perceive the process of integrating
technology into their daily instruction?
2. How do K-5 teachers in a rural setting implement technology in their
delivery of instruction?
Through individual interviews, classroom observations, and documents, I
collected data to gain insight into the teachers’ perceptions and experiences with
integrating technology within daily instruction. The participants were teachers who
taught at the 10 research sites and identified themselves as effective in integrating
technology in the classroom. Participants had at least seven years of teaching in all of the
content areas.
In Section 4, I presented narratives that addressed each research question from the
data collected from the 10 elementary teachers in this case study. The data collected
included a combination of structured interviews, classroom observations, and integrated
technology lesson plans. The study took place during the months of November 2014-
January of 2015. Interviews were conducted, and the data were entered in an Excel
spreadsheet then color-coded with regard to quotes, teaching strategies, skills, and
technology tools that fell under each category.
A set of themes emerged around each research question. Teacher-based themes
that emerged for Research Question 1 were (a) the lack of time to prepare technology
integrated lessons, (b) there was a lack of available resources, (c) the lack of training
integrating technology, (d) the pressure to integrate technology, and (e) technology
enhances instruction. There were four themes that emerged for Research Question 2: (a)
instructional videos, (b) PowerPoint guided lessons, (c) student-created PowerPoints, and
(d) progress monitoring.
Interpretation of the Findings
The conceptual framework for this study was rooted in Prensky’s (2011) work on the
integration of technology in the classroom promoting student engagement and helping to
develop their 21st century learning skills. This concept is related to Dewey’s
constructivist theory of learning, who issued this warning: “If we teach today as we
taught yesterday, we rob our children of tomorrow” (Dewey, 1916, p. 99). Teachers’
perceptions towards technology integration are factors in promoting technology-driven
instruction. Teachers with positive attitudes and who understand the purpose of
technology integration design instruction to engage students to learn.
Participant D summarized the study’s findings regarding teachers’ perceptions of the
process of integrating technology. Teachers should extend their teaching practices to
include technology to promote student engagement in the curriculum and to help
prepare students for the technological 21st century workplace. All of the participants
affirmed positive perceptions of technology integration that impacts student engagement
and student’s attitudes towards learning.
Lack of Time
Teachers felt that there was a lack of time provided to them for preparing technology-
integrated lessons. Twenty first century teachers need to collaborate with all sectors of
the educational community in planning, managing, implementing, and evaluating
programs (Shaikh & Khoja, 2011; Selvi 2010). Lin and Lu (2010) revealed that high
levels of teacher self-efficacy resulted in increased time and commitment dedicated to
integrating technology. For teachers to change their instruction, time is not the only
factor that affects their decision. Attitudes, beliefs, and school culture are key to change
(Tay, Lim, Lim, & Koh, 2012).
In practice, however, most teachers’ perceptions of technology integration are
that they neither have the time nor confidence to implement its use. This finding is
consistent with the literature, as Ertmer (2012) and Richardson (1996) also revealed that
teachers’ attitude and pedagogical beliefs toward technology represent the most critical
issues. The high uncertainty of new up-and-coming technologies makes it even more
strenuous for teachers to find the time needed to develop the level of expertise to
integrate technology in the classroom. The participants realize the challenges to find the
extra time to integrate technology within instruction.
The participants’ practices are consistent with the study’s conceptual
framework. Prensky (2011) believed that the integration of technology in the classroom
promotes student engagement while at the same time helps to develop their 21st century
learning skills. It is important for teachers to use Prensky’s framework because students
will then be engaged in hands-on experiences integrating technology. Teachers are
likely to integrate technology to engage students if they have the time for the planning,
preparation and implementation. This finding is consistent with the literature, as
Yaratan and Kural (2010) also found that teachers perceived that they did not have time
to integrate technology.
Lack of Available Resources
Teachers felt that they did not have the technology tools available to them to integrate
technology with fidelity. This finding is consistent with the literature, as Ogwu (2010)
acknowledged that teachers believed the lack of technology software and unavailability
and inaccessibility of the software tools was a barrier that prevented them from
integrating technology in the classroom. Teachers in this study pointed out that the
availability of computers in the classroom was a problem. One participant told me that
she had 25 students in her classroom and each student was expected to be on the
computer at least 15 minutes every day. The teacher only had two computers in her
classroom, therefore making this task hard to accomplish.
The finding were consistent to the literature where Chien (2013) acknowledged all
teachers indicated that they had at least one computer available in their classroom, but
some of them mainly used it for research purposes, not for classroom instruction.
Additionally, the participants mentioned that their schools had at least one computer lab,
but everyone had to sign up to use the lab and there are not enough time slots for each
teacher to use the resources. This finding is reinforced by Lacina, Matthews, and Nutt
(2011) who reported that, too often, teachers’ commitment to integrate technology in the
classroom is obstructed by the lack of availability of the essential technological tools and
resources to facilitate learning.
Lack of Training
The findings indicated that there is a general lack of training in the area of integrating
technology into daily instruction. This finding is consistent with the literature, as Keser
(2011) also found individuals need to be trained as good consumers of knowledge who
can access true and reliable knowledge in a short time, good producers of knowledge
who can generate new knowledge from the information they have access to, and persons
who can market the knowledge they have produced, converting the knowledge to power
and money. Many participants stated that there were an insufficient amount of
professional learning courses offered for teachers in the area of technology and
computers. The available courses offered are courses that they personally do not want to
attend nor need. Several of the participants felt that there should be an easy solution to
this problem such as asking the teachers what type of training they would like to have.
The participants realized the challenges that they face with the lack of professional
learning in the area of technology integration. Keser (2011) found that training
information technologies trainers is a significant element in integration of technology to
education. Further research by Smolin and Lawless (2011) supported the notion that
professional development is essential to effective technology integration in classrooms.
Most of the participants in this study did not have a problem with wanting to integrate
technology; the problem they faced was not being trained in its use. Levin and Schrum
(2013) asserted that technology is vital for student learning in the 21st century; therefore,
teachers must receive professional support essential for creating meaningful educational
change, expansion, or growth. Participants recognized that their willingness and
preparedness to integrate technology into their daily practices remain a key variable for
transforming teaching and learning while creating technologically rich learning
communities.
Pressure to Integrate
The next theme concerned the pressure felt by teachers to integrate technology. Several
of the participants in this study indicated that in the beginning, teachers integrated
technology into their curriculum because it was new, fun, and engaging for the students.
The state of Georgia adopted a new teacher evaluation instrument, which requires
teachers to integrate technology; teachers feel pressured to search for technology
resources to include in their daily lesson plans. Most participants stressed that with state
mandates for teachers to integrate technology and the workforce requiring technology
use, administrators placed additional pressure on teachers to produce technology infused
lessons. This finding is consistent with the literature, as Pellegrino and Quellmalz (2011)
found that most school districts across the country must incorporate the advancing
technologies to better serve students in a changing society.
The findings indicated that with the increasing pace of technology teachers in all
disciplines are required to develop proficiency in effectively planning, implementing,
and evaluating instruction that fosters student success in technology-rich learning
environments. Participants shared how this emphasis has put pressure on them to
integrate technology for them to pass their teacher evaluation. This view is reinforced by
current research which affirms that teachers develop skills to effectively integrate these
emerging classroom technologies and teach students, who have grown up in this digital
age of technology, to compete and succeed in the workplace (Lever-Duffy &
McDonald,
2011).
Technology Does Enhance Instruction
The findings in this study on technology integration in schools indicated that teachers
are the most valuable and relevant factor in attaining meaningful technology grounded
educational reform. Participants in this study know that restructuring their planning and
instruction using technology guided lessons may enhance and engage student learning. In
essence, for effective technology integration to become common practice in today’s
classrooms, teachers must be cognizant of its purpose and function (Davies, 2011).
Participants in this study want to integrate technology, but they have perceptual barriers
which inhibit its use. Recent studies have come to a similar conclusion. To escalate
teachers’ integration of technology enhanced instruction, Ertmer and Ottenbreit-Leftwich
(2010) argued that the emphasis should be placed on strengthening teachers’ beliefs,
perceptions, and technological skills by encouraging and providing opportunities for
positive learning experiences with instructional technology. Participants in this study
expressed how they were always looking for ways to help engage their students in the
learning process, and they expressed that they know that technology tends to increase
student participation in their lessons. Teachers have a difficult time managing their
schedules, and planning when, and how to integrate technology into their daily lesson.
Recent studies confirm this issue. Duran and Fossum (2010) promoted the view that
teachers determine the ultimate success or failure of all technology integration initiatives.
Teachers’ willingness and preparedness to integrate technology into their daily practices
remains a key factor in creating technologically rich learning communities (Duran and
Fossum 2010).
Instructional Videos
Participants in this study advocated the use of instructional videos in their
classrooms. Ajayi (2010) recognized the effective integration of video technology
into instructional practices in a manner that prepares teachers to meet the diverse
needs of today’s learners.
Participants used instructional videos to activate prior knowledge and link that
knowledge with the new information they were learning. Likewise, instructional videos
serve well to summarize what is learned. After showing an instructional video,
participants assessed student learning by administering a short common formative
assessment. A common formative assessment (CFA) is a post-assessment teachers use to
assess student understanding of the particular learning intentions. The results from the
assessment would either support student learning or show the student did not understand
the content of the video and the teacher would have to reteach the central concept or
content. Participants indicated that their students became engaged in the content and
retained the information much better than reading the same information in a book.
Participants expressed the value of integrating instructional videos as a teaching tool.
Teacher participants used instructional videos to provide vicarious experiences for their
students. Some of the participants used virtual tours of Greece, the American
Museum of Natural History, the Holocaust Museum, the Great Wall of China, and
Gettysburg to engage students with positive results. This finding is consistent with the
literature as Ajayi (2010) recognized the effective integration of video technology
into instructional practices in a manner that prepares teachers to meet the diverse
needs of today’s learners.
The findings of this study revealed that instructional videos are a resource for
educators to engage, and enhance student learning. By integrating instructional videos
students experience different historical time periods. One participant explained
instructional videos provided her students with a better understanding of instructional
content. Instructional videos were more engaging to the students than just having them
read the content in a book, and her students seem to retain the information better than
they did by using the textbook. A connection exists between teachers’ perceptions of
their ability to integrate technology and its use (Moore-Hayes, 2011). Participant
perceptions were more positive towards technology integration once they saw increased
student engagement.
PowerPoint Guided Lessons
In this study teachers and students consistently use PowerPoint presentations as an
integral part of their daily instruction. Teachers used PowerPoint guided lessons and
were used as an interactive piece of instruction for student participation. Participants
like the use of PowerPoints because they can deliver their lessons with different types
of media such as images, sounds, animations, and videos. Teachers who use
PowerPoints to help deliver instruction found that their students become more engaged
in the learning and retain the information. Findings are consistent with the literature as
(Lever-Duffy & McDonald, 2011; Smaldino et al., 2011) found educational
technologies can be used to enhance and support the teaching-learning process at any
point within the instructional process.
Participants in this study often used PowerPoints to guide their instruction. Most
of the participants expressed what a powerful tool it was in helping deliver their lessons.
Lever-Duffy and McDonald (2011) define educational technology as “any technology
used by educators in the support of the teaching and learning process” (p. 448). All of the
participants prepared a presentation days ahead of the actual day they would be using it,
which provided for flexibility in preparation of their daily lesson. Teachers modified the
content each day, which helped teachers use time more wisely.
In the right context and used correctly, PowerPoint can be an effective and
powerful communication tool. The main strength is that it can visually represent concepts
which helps engage the visual learner. You can use it to present material, and then insert
a slide that has discussion questions to encourage class discussions and break the class
into groups. Participants shared how they used PowerPoint to assess students’
knowledge. They created a PowerPoint presentation as a Jeopardy quiz or multiple
choice quiz, with teams or individuals in a competition. Infusing creativity in a
PowerPoint presentation can enhance the teaching and learning experience.
Progress Monitoring
Progress monitoring is implemented by teachers to follow the performance of individual
students who have learning difficulties. The findings indicated that all the teachers
progress monitor their students either weekly or bi-weekly depending on their students’
intervention level to track academic performance. Progress monitoring is used to assess
students’ academic performance and evaluate the effectiveness of instruction. Teachers
use technology to collect the data from progress monitoring to help guide their
instruction. They use available software to help make the task of progress monitoring
their students a much simpler task. Lever-Duffy and McDonald (2011) held that
assessment software, such as Moby Max, can be used to enhance and support the
teaching-learning process at any point within the instructional process. Participants
noted that there are free online assessment tools and resources available that can be used
to progress monitor their students. Software such as Moby Max, Brain Pop, and Cool
Math are just a few free programs available for teachers to use to gather data for progress
monitoring. This finding is consistent with Hechter and Vermette, (2012) who explained
that instructional technologies are academic tools available to teachers for the purposes
of presenting and sharing information and lessons, and to progress monitor their
students. Teachers determine what does and does not occur in the classroom (Ertmer &
Ottenbreit-Leftwich, 2010). Depending upon the context and the learning needs,
educational technology serves both students and teachers in a variety of ways.
Teachers can incorporate computer programs into their instruction to motivate
students to engage with complex content. The increasing pace of technology use and
innovations requires teachers in all disciplines to develop an understanding of how to
become proficient in effectively planning, implementing, and evaluating instruction that
can foster student success in technology-rich learning environments. It is important that
teachers develop skills to effectively integrate these emerging classroom technologies
and teach students who have grown up in this digital age of technology to compete and
succeed in the workplace (Lever-Duffy & McDonald, 2011).
Implications for Social Change
The implications for social change may be realized when teachers can infuse
technology in planning and instruction that reflects best practices identified in research,
policy, and reports. This endeavor may provide teachers the benefit of experience and
confidence in technology use. Positive social change is bringing teachers together to teach
teachers about the positive benefits of technology integration for their instructional
practice, and to provide teachers with the technical skills to effectively integrate. The
implication for social change is teachers’ attitude towards learning and growing in their
daily practice of integrating technology within instruction as well as to become more
aware of the technology skills needed to improve practice. This study may help to
promote constructive relationships between technology savvy teachers who engage and
enable teachers to embrace technology integrations who do and teachers who for one
reason or another do not integrate technology. These relationships can have a significant
impact on students’ engagement and academic success. The study’s findings may
enhance teachers’ overall perceptions about technology integration by providing students
with technology infused lessons to increase student interest and engagement.
Additionally, the study could provide insights and strategies to help teachers who are
struggling to integrate technology within instruction. The teachers can learn from the
insightful views of the participants who have been consistently successful with
integrating technology within instruction.
The findings can add to the limited amount of literature about how teachers’
pedagogical beliefs can be improved with proper training and availability of technology
to them. Additionally, the study could provide insights and strategies to help teachers who
are struggling to build their self confidence in using technology as a tool for instruction.
Recommendations for Action
For teachers to integrate technology into their daily classroom instruction, they must
comprehend, convey, and integrate the skills in classroom planning and in daily
instructional practices. The findings from this study have shown that teachers recognize
the benefits of developing and maintaining a positive outlook and approach to integrating
technology within instruction. I hope that with the knowledge, behaviors, and
experiences displayed by teachers who are consistently effective in their use of the
technological tools available to them, more teachers will employ a more positive attitude
towards technology integration in the classroom. Furthermore, I hope this research will
inform teachers that by improving their skills in the use of technology, their perceptions
of its use will improve.
This study established that teachers recognize the benefits of integrating
technology within instruction and the importance of being adequately trained in its
use.
Positive perceptions are valuable for teachers, students, administrators, and stake holders
since they shape the instructional culture of the school. I recommend that teachers who
are consistently successful with integrating technology within their daily instruction help
to develop training models for fellow teachers, or opportunities for teachers to observe
each other in the process. Additionally, administrators should provide teachers with
effective professional development opportunities in their area of need to learn strategies
and methods that can be used to effectively integrate technology in the classroom. Based
on the study’s findings, I recommend that the technology coordinators promote
opportunities for teachers to build on their skills in technology use by offering more
professional development opportunities on site, which would make the training more
accessible for their teachers.
Recommendations for Further Study
Teachers need time to become familiar with accessible products, software, and online
resources. They also need time to collaborate with their peers about technology use.
While there is empirical research about teachers’ perceptions to learn and grow in their
daily practice of integrating technology within instruction, there is a need for research
that explores technology integration and professional development with time for teachers
to observe, plan lessons with colleagues, and practice using technology to enhance
instruction. For example, school administrators can arrange days of the month that are
for professional learning for teachers within the instructional day. Teachers will use these
days to receive professional learning in the area of technology integration and for finding
resources for instruction. Teachers can also use these dates to practice implementation of
the technology resources they want to integrate into their lessons. A descriptive
quantitative research design could be used to study school administrator’s opinions about
finding time for teachers to receive training, and to be able to practice using technology
tools during school hours.
Researcher’s Reflection
During the course of this study, I investigated the perceptions, attitudes, and beliefs of
teachers who have a positive outlook and approach to the integration of technology
within instruction. Because of my expertise and experience, I have a wellrounded
perspective on what technology integration in the classroom should look like and how it
can support student achievement. To preserve the quality of the study, I made every
attempt to devise methods of separating personal feelings and interpretations from the
descriptions and perspectives provided by the participants. Information coding and
brackets were included in field notes and a research journal to assist the researcher in
reflecting on new information and to more effectively distinguish data from personal
biases and views.
As an instructional coach in this school district, conducting this study gave me an
opportunity to investigate how teachers view their relationship with technology
integration. I have experience in both the role as a teacher and as an administrator. My
recognition of the benefits of integrating technology within instruction prompted me to
conduct this study. I hoped that it would reveal effective ways to support positive teacher
perceptions towards technology integration. Because of my professional relationship
with teachers in the district, reflexivity was used to set aside personal biases that could
have affected data analysis. While certain biases were challenging, through reflexivity, I
bracketed my biases to ensure data were analyzed fairly.
Learning to design and conduct research was a new experience. The process was
extremely enlightening. I enjoyed encountering teachers and learning about their
passion and drive when it came to engaging their students in the learning process
through the creative integration of technology. The results of my study were insightful
and revealing, providing the impetus for instructional change and further study.
Conclusion
Overall, my study’s findings were consistent with the literature which revealed that
teachers’ perceptions in the use of technology within instruction vary. This study
raised concerns regarding the perceptions of teachers who integrate technology into the
classroom curriculum. Even though teachers showed a high degree of technology
integration within instruction, teachers’ perceptions of its use varied. The participants
shared their perspectives and insights from the opportunities they had with integrating
technology. Their responses reflected their perspectives of why and how they use or do
not use technology within their daily lessons.
Teachers from this study agreed that for them to be efficient in the new
technologies, professional learning needs to be readily available. Understanding the
motivation and perceptions of teachers who have been successful with the integration of
technology in the classroom might help to create learning opportunities for teachers who
have yet to take full advantage of technology in the classroom. Teachers who are
consistently successful with integrating technology and maintain a positive attitude
towards its use realize that technology driven instruction plays an integral role in
increasing growth in student learning outcomes.
Technology resources have significantly expanded, but the integration of
technology in the classroom is often still deficient (U.S. Department of Education, 2010
2011). Teachers’ perceptions of technology integration can affect its implementation in a
positive or negative way. This study has shown that teachers who have a positive attitude
towards technology integration use the tools almost daily to help increase student
engagement and learning.
