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The teacher technology integration experience: practice and reflection in the classroom

Ruggiero, D and Mong, C (2015) 'The teacher technology integration experience: practice and reflection in the classroom.' Journal of Information Technology Education: Research, 14. pp. 161-178. ISSN 1539-3585

Abstract

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partial- ly, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hard- ware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What tech- nology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integra- tion is pervasive in the classroom with the most often used technology tool identified as Power- Point. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for exam- ple, teachers with student-centric technology activities were supported by student-centric peda- gogical practices in other areas. Moreover, teachers with strongly student-centered practices tend- ed to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available tech- nology, and restricted curriculum, but that overcoming internal barriers, including personal in- vestment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommen- dations are made for restructuring pro- fessional development on strategies for contextualizing technology integration in the classroom.

Item Type: Article
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Keywords: technology use, technology integration, in-service teacher, professional development
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Institute for Education
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Date Deposited: 21 Jul 2015 16:36
Last Modified: 11 Feb 2016 17:03
URI: http://researchspace.bathspa.ac.uk/id/eprint/6130
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