NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826493
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0011-8052
A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom
Gorder, Lynette Molstad
Delta Pi Epsilon Journal, v50 n2 p63-76 Spr-Sum 2008
Teachers focus on teaching students technology skills, which include making the technology work, but many teachers are not comfortable with the skills of integration and active learning using technology. An important factor for effective integration of technology is the teachers' ability to integrate instructional technology activities to meet students' needs. The purpose of this study was to determine teacher perceptions of instructional technology integration in the classroom. The study was designed to explore how teachers were currently using and integrating technology for teaching and learning in the classroom. Teachers were compared in their integration of technology based on gender, age, number of years in the teaching field, grade level taught, content area, and education level. Findings suggest that teachers who use technology regularly are more likely to integrate technology in the classroom. Major conclusions were that significant differences existed for technology use and integration based on grade level while there were no differences based on gender, age, teaching experience, content area, and educational level. (Contains 9 tables.)
Delta Pi Epsilon, Inc. P.O. Box 4340, Little Rock, AR 72214. Tel: 501-219-1866; Fax: 501-219-1876; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Junior High Schools; Kindergarten; Middle Schools; Postsecondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Dakota