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ERIC Number: EJ1118470
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2167-8693
Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology into the Curriculum
Walker, Lori Raquel; Shepard, MaryFriend
Journal of Educational Research and Practice, v1 n1 p23-35 2011
Technology integration in school curricula promotes student achievement, yet many teachers are not successfully integrating technology for learning. This phenomenological study explored the strategies of 10 elementary teachers in Georgia who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. To understand the successes, we assessed strategies for overcoming barriers, intrinsic and extrinsic motivators, and professional development experiences. Rogers's innovation-decision process provided the theoretical foundation and data sources consisted of an open-ended questionnaire and two in-depth, semistructured interviews. Data were coded for preliminary categories, and themes were generated using open coding. Despite common barriers, the findings suggested that critical factors for successful integration included moderate technical skills, self-motivation to engage in instructional technology, supportive peer communication channels, and flexibility in approaches for planned lesson.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A