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Examining Current Beliefs, Practices and Barriers About Technology Integration: A Case Study

Abstract

The purpose of this mixed-methods study was to examine the current beliefs, practices and barriers concerning technology integration of Kindergarten through Grade Six teachers in the midwestern United States. The three data collection methods were online surveys with 152 teachers as well as interviews and observations with 8 teachers. The findings indicated that a majority of the teachers held constructivist pedagogical beliefs about technology integration. This study found that the teachers who held constructivist pedagogical beliefs about technology use had high self-efficacy beliefs about technology use, placed positive value on the use of technology, and had two or more practices of high-level learning in their lessons. Language arts was the subject that gained the most attention for technology integration. Four barriers were students’ lack of computer skills, teachers’ lack of training in technology, teachers’ lack of time to implement technology-integrated lessons, and teachers’ lack of technical support.

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Acknowledgments

The author gratefully acknowledges the financial support provided by the Research and Artistry Grant at the Northern Illinois University, Yan Chen (ETRA doctoral student) for assisting the data coding process, and Gail Jacky for editing the manuscript; without which this work would not have been possible.

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Correspondence to Pi-Sui Hsu.

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This study was funded by the Research and Artistry Grant at the Northern Illinois University.

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Hsu, PS. Examining Current Beliefs, Practices and Barriers About Technology Integration: A Case Study. TechTrends 60, 30–40 (2016). https://doi.org/10.1007/s11528-015-0014-3

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  • DOI: https://doi.org/10.1007/s11528-015-0014-3

Keywords

  • Barriers for technology integration
  • Educational change
  • Teachers’ beliefs
  • Technology integration