Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of obstacles that prevent teachers from using technology, little investigation has been done on the barriers of technology integration as related to 21st century learning goals. The purpose of this qualitative case study was to examine teachers' perceived barriers to technology integration related to 21 st century learning goals. Guided by a conceptual framework that posited a relationship between the digital divide and students' learning, the research questions in this study investigated teachers' perceived barriers to technology integration. Twenty-three elementary school teachers from a local school district completed an open-ended questionnaire, and 6 of the teachers participated in interviews to gather data to investigate the problem. Coding using the constant comparative analysis was the primary strategy for data analysis. Findings indicated that teachers perceived a lack of technology resources to allow students individual access to technology as the primary obstacle to technology integration. These findings led to the implementation of a program for to allow students to bring their own technology to school. Social change resulting from this study could include a transformation of teachers' instructional practices and student learning; this transformation might, in turn, affect student achievement of 21st century learning goals.
|Commitee:||Maldonado, Nancy, Miller-Nara, Lorraine|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology|
|Keywords:||Barriers to integration, Bring Your Own Technology, Technology integration|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be