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ERIC Number: ED520994
Record Type: Non-Journal
Publication Date: 2010
Pages: 217
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-9973-0
A Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology into the Curriculum
Walker, Lori Raquel
ProQuest LLC, Ph.D. Dissertation, Walden University
Technology integration in school curricula promotes student achievement, yet a gap exists in the research demonstrating strategies of teachers who overcome barriers to successfully integrate instructional technology. This phenomenological study explored the strategies of 10 elementary teachers who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. Rogers's innovation-decision process theory and studies on the significance of professional communities for teacher support when integrating instructional technology provided the theoretical foundation. Data collection included an open-ended questionnaire, an in-depth semistructured interview, and a follow-up interview. Data were analyzed by coding for preliminary categories, and themes were generated using open coding. Despite common barriers, the findings suggested that moderate technical skills, self-motivation to engage in instructional technology, supportive peer communication channels, and flexibility in planned lesson approaches were significant factors of successful integration. Recommendations included providing technology integrators with in-house access to strong technology support such as a skilled media specialist to assist in alleviating challenges. Another recommendation was that school administrators extend professional development opportunities relative to instructional technology to teachers. This study promotes positive social change by providing insight into ways in which successful teachers integrate instructional technology into classrooms to improve student learning objectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A