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ERIC Number: ED557898
Record Type: Non-Journal
Publication Date: 2013
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9116-1
Teacher-Perceived Barriers to Integrating Instructional Technology in a Bermuda Senior High School
Henry-Young, Marcia
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this qualitative phenomenological study was to identify, classify, and interpret, through the lived experiences of teachers, the subjective barriers to the use of new communications technology in the classroom. Three questions guided this study: (a) What in the teacher's experience prevented him or her in the adoption and active use of technology in their teaching? (b) How do teachers explain their resistance to the use of new technology in instruction? (c) How do teachers explain their willingness to use new technology in instruction? Nineteen senior high school teachers participated in the study and interview questions were used to explore their lived experiences in integrating technology in their classrooms. NVivo 10 was used for data analysis. Five themes emerged from the findings: lack of teacher training, equipment issues (hardware and software), lack of technical support, lack of funding, and teacher attitudes. The results indicated the need for teacher training, equipment implementation, technical support, and funding. Recommendations for leaders, teachers, and further studies were incorporated in the study. [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: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bermuda