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ERIC Number: EJ1090180
Record Type: Journal
Publication Date: 2016-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-8756-3894
Examining Current Beliefs, Practices and Barriers about Technology Integration: A Case Study
Hsu, Pi-Sui
TechTrends: Linking Research and Practice to Improve Learning, v60 n1 p30-40 Jan 2016
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A