Abstract
Technology initiatives are becoming commonplace in the U.S. Although technology is widespread, its use by teachers is not always clear. This study addressed teacher dispositions to predict classroom technology integration for a public district in the Southwest United States. A modification of the Teacher Attribute Survey was given to 250 pre-k through 12th-grade teachers, examining teacher self-efficacy, teacher philosophy, openness to change, and classroom technology use. Results showed technology use was significantly related to hours of professional development and willingness to continue graduate courses with no incentive. Implications suggest a shift from teachers learning the technology toward needing resources for implementation.
Highlights
A myriad of studies has emphasized technology’s impact on student learning
This study found statistical significance in two areas: the number of professional development hours in which teachers participated and willingness to take graduate courses without an incentive influenced technology integration by classroom teachers
The results of this study are showing a departure from previous studies, indicating the issue of implementing technology in the classroom may have less to do with internal factors and more to do with the external, that is, additional training for implementing educational services with technology
Summary
According to Dockstader (1999), technology integration is the act of a teacher using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. There have been numerous researchers conduct studies to better understand classroom technology integration (Bebell, O’Dwyer, Russell, & Hoffman, 2010; Luo & Murray, 2018; Sauers & McLeod, 2017). This is the case regarding external factors that affect teachers’ technology classroom integration. Considered first-order barriers (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012), external factors include resource availability (e.g., physical access to technology, time allotted to learn technology, and technology support system provided to instructors) and institutional backing (e.g., district plan and approach to technology initiatives) (Hew & Brush, 2007; Kenton & Bauer, 2005; Kopcha, 2012; Vongkulluksn, Xie, & Bowman, 2018; Wachira & Keengwe, 2010)
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