| dc.description.abstract |
The acceptance of technology in the classroom has been met with doubt andskepticism from the beginning. We are now living in a digital global society, andwidespread use of technology in the classroom is still an elusive goal for many schooldistricts. The purpose of this study was to investigate the barriers teachers face whenattempting to integrate technology into the classroom effectively. Additionally, the studywas designed to analyze if teacher gender and department are factors to consider whenevaluating these barriers. The participants in the study were seventh through twelfthgrade teachers in an urban school district (District K) located in the state of Missouri.District K implemented a 1:1 initiative beginning in the 2014-2015 school year. Asurvey was administered, and data was collected from the participants over six weeks.Barriers were categorized as first-order, second-order, and third-order. First-orderbarriers are identified as equipment, resources, and support. Second-order barriers arebeliefs/attitudes, and skills/knowledge. Third-order barriers are structure/organizationand school culture. Respondents rated components listed within each barrier todetermine the significance of first order, second order, and third order barriers toeffective technology integration. Barriers were also analyzed to determine if teachergender or department played a role in the identification and categorization of barriers.All teachers perceived first-order barriers were significant barriers to technologyintegration. Female teachers perceived first-order barriers were a significant barrier totechnology integration compared to their male counterparts. Data revealed the ELAdepartment perceived first-order barriers to be significant, Foreign Language departmentperceived third-order barriers to be significant, and the Math department perceived first and second-order barriers to be significant hindrances to technology integration in theclassroom.The results of this study could be useful as school leaders examine more closelythe barriers experienced by teachers according to department and ways to overcome firstorder barriers if effective technology integration is to be achieved. Recommendations tothe school district would be to include teachers on the curriculum committee to giveteachers a voice about the technology related curriculum and resources they need andwould use. The district could also examine the deployment of their technology supportpersonnel to ensure buildings receive the support they need, in the format they need, andthe support provided is timely. |
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