Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development

This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study.

[1]  J. R. Landis,et al.  The measurement of observer agreement for categorical data. , 1977, Biometrics.

[2]  Bonnie Swan,et al.  The Effects of Mentor-Supported Technology Professional Development on Middle School Mathematics Teachers' Attitudes and Practice , 2006 .

[3]  Johan van Braak,et al.  A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics , 2008, J. Comput. Assist. Learn..

[4]  E. Hixon,et al.  Revisiting Technology Integration in Schools: Implications for Professional Development , 2009 .

[5]  Drew Polly,et al.  Factors and Interactions Influencing Technology Integration During Situated Professional Development in an Elementary School , 2009 .

[6]  C. Mouza.  Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration , 2009, Teachers College Record: The Voice of Scholarship in Education.

[7]  Edward A. Friedman,et al.  Evaluation of a Mentor Teacher Model for Enhancing Mathematics Instruction through the Use of Computers , 2000 .

[8]  J. Wells.  Key Design Factors in Durable Instructional Technology Professional Development , 2007 .

[9]  Todd Oppenheimer,et al.  The Flickering Mind: Saving Education from the False Promise of Technology , 2003 .

[10]  Evan M. Glazer,et al.  Promoting technology integration through collaborative apprenticeship , 2005 .

[11]  Chrystalla Mouza,et al.  Linking Professional Development to Teacher Learning and Practice: A Multi-Case Study Analysis of Urban Teachers , 2006 .

[12]  Susan Gallagher.  Classroom-based Technology Training for Inservice Teachers , 2000 .

[13]  E. Soloway,et al.  No Access, No Use, No Impact , 2003 .

[14]  Lauren Cifuentes,et al.  Technology Integration Through Professional Learning Community , 2011 .

[15]  Norman E. Wallen,et al.  How to Design and Evaluate Research in Education , 1990 .

[16]  Cher Ping Lim,et al.  Managing Teachers’ Barriers to ICT Integration in Singapore Schools , 2006 .

[17]  Ron Owston,et al.  Contextual factors that sustain innovative pedagogical practice using technology: an international study , 2007 .

[18]  Debra N. A. Hayes,et al.  ICT and learning: Lessons from Australian classrooms , 2007, Comput. Educ..

[19]  Peggy A. Ertmer.  Addressing first- and second-order barriers to change: Strategies for technology integration , 1999 .

[20]  Peggy A. Ertmer,et al.  Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach , 2008, Br. J. Educ. Technol..

[21]  Patrick Wachira,et al.  Technology Integration Barriers: Urban School Mathematics Teachers Perspectives , 2011 .

[22]  Catherine P. Fulford,et al.  Technology Mentoring: Research Results across Seven Campuses , 2009, WCCE.

[23]  Michael J. Hannafin,et al.  Factors that Influence Mentor and Teacher Interactions during Technology Integration Collaborative Apprenticeships. , 2008 .

[24]  Sean J. Smith,et al.  Technology Integration Solutions: Preservice Student Interns as Mentors. , 2004 .

[25]  Teresa Franklin,et al.  A Technology Partnership: Lessons Learned by Mentors , 2001 .

[26]  Pamela Baxter,et al.  Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers , 2008 .

[27]  Theodore J. Kopcha,et al.  A systems-based approach to technology integration using mentoring and communities of practice , 2010 .

[28]  Paul Jen-Hwa Hu,et al.  Examining technology acceptance by school teachers: a longitudinal study , 2003, Inf. Manag..

[29]  Laura M. Desimone,et al.  Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures , 2009 .

[30]  Peggy A. Ertmer.  Teacher pedagogical beliefs: The final frontier in our quest for technology integration? , 2005 .

[31]  Karen Swan,et al.  Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom , 2005 .

[32]  T. Levin,et al.  Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery , 2008 .

[33]  Thomas C. Reeves,et al.  Why Do Teachers Need to Use Technology in Their Classrooms? Issues, Problems, and Solutions , 2003 .

[34]  Jim Poirot,et al.  Barriers to adopting technology for teaching and learning in Oman , 2009, Comput. Educ..

[35]  L. Lewis.  Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 , 2010 .

[36]  Thomas A. Brush,et al.  Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research , 2007 .

[37]  Stephen G. Sheldon,et al.  Conditions for Classroom Technology Innovations , 2002, Teachers College Record: The Voice of Scholarship in Education.

[38]  Rachel A. Vannatta,et al.  Teacher Dispositions as Predictors of Classroom Technology Use , 2004 .

[39]  Eileen Wood,et al.  Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration , 2008, Comput. Educ..

[40]  Lynn K. Bradshaw.  Technology for Teaching and Learning: Strategies for Staff Development and Follow-Up Support , 2002 .

[41]  R. Branch,et al.  Educational Media and Technology Yearbook , 2019, Educational Media and Technology Yearbook.

[42]  Darrell L. Butler,et al.  Barriers to Adopting Technology for Teaching and Learning , 2002 .

[43]  Ann Ooms,et al.  Content-Focused Technology Inquiry Groups , 2004 .

[44]  Fethi A. Inan,et al.  Laptops in the K-12 classrooms: Exploring factors impacting instructional use , 2010, Comput. Educ..

[45]  William Sugar,et al.  Lessons Learned from IMPACTing Technology Integration Practices , 2007 .

[46]  Fethi A. Inan,et al.  Does technology integration “work” when key barriers are removed? , 2008 .

[47]  Steven E. Stemler.  Practical Assessment, Research, and Evaluation Practical Assessment, Research, and Evaluation A Comparison of Consensus, Consistency, and Measurement A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability Approaches to Estimating Interrater Reliabilit , 2022 .

[48]  Peggy A. Ertmer,et al.  Teacher value beliefs associated with using technology: Addressing professional and student needs , 2010, Comput. Educ..

[49]  Sylwia Męcfal.  Recenzja książki. Robert K. yin, Case Study Research. Design and Methods (fourth Edition), thousand Oaks, CA: Sage Publications, 2009 , 2012 .

[50]  William Sugar,et al.  Instructional Technologist as a Coach: Impact of a Situated Professional Development Program on Tea , 2005 .

[51]  S. Machin,et al.  New Technology in Schools: Is There a Payoff? , 2006, SSRN Electronic Journal.

[52]  Fethi A. Inan,et al.  Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants , 2010 .

[53]  J. Pellegrino,et al.  Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers , 2007 .

[54]  Jeffrey M. Kenton,et al.  Toward Technology Integration in the Schools: Why It Isn’t Happening , 2005 .

[55]  M. Patton.  Qualitative research and evaluation methods , 1980 .

[56]  Laura M. Desimone,et al.  What Makes Professional Development Effective? Results From a National Sample of Teachers , 2001 .

[57]  M. Harris,et al.  Basic statistics for behavioral science research , 1994 .

[58]  Brian R. Belland,et al.  Using the theory of habitus to move beyond the study of barriers to technology integration , 2009, Comput. Educ..

[59]  Peggy A. Ertmer,et al.  Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect , 2022 .

[60]  Larry Cuban,et al.  High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox , 2001 .

[61]  R. Earle.  The Integration of Instructional Technology into Public Education: Promises and Challenges , 2002 .

[62]  Andrew Walker,et al.  From isolation to legitimate peripheral participation: Encouraging a community of practice among teacher education students through a web resource database , 2006 .

[63]  T. Franklin,et al.  Mentoring Overcomes Barriers to Technology Integration , 2001 .

[64]  H. Borko.  Professional Development and Teacher Learning: Mapping the Terrain , 2004 .

[65]  Kevin A. Clark,et al.  Practices for the Use of Technology in High Schools: A Delphi Study. , 2006 .

[66]  Peggy A. Ertmer,et al.  Teacher Technology Change , 2010 .

[67]  Laura M. O’Dwyer,et al.  Examining Teacher Technology Use , 2003 .