Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology

Abstract

Teacher technology use is a key element in the successful teaching and learning of STEM (science, technology, engineering, and mathematics) courses. However, even with the increasing availability and number of new technologies and hi-tech learning environments, teachers don’t always integrate technology into their teaching practice in a meaningful way. Over the three-year period of this case study, we followed the experiences of two high school teachers working in a depressed urban setting as they began using a newly constructed, innovative, high-tech STEM classroom. Using a grounded theory approach, we analyzed data from a series of semi-structured interviews and classroom observations. Three themes related to the teachers’ technology use emerged: personal learning preference, teaching philosophy, and perception of technology. We explore these themes, propose a model that illustrates their relationship, and suggest areas of future research. These findings will be beneficial to anyone seeking to facilitate the meaningful adoption and use of technology by teachers.