This study utilized quantitative and qualitative data to acquire information in order to better understand teachers' use of technology in middle school and high school science classrooms. Quantitative data were collected by (a) surveying teachers who attended a 1-day workshop about how to integrate a webGIS web-based learning environment into their curriculum and (b) having the teachers complete a post-survey following their integration of the web-based learning environment. Qualitative data were collected at teacher interviews following the workshop and technology integration.

This study led to two primary findings. First, a knowledge assessment was given and the difference between the means of participants' pre- and post-knowledge assessments is significant at the .001 level (t = 10.45, df = 14). The knowledge improvement that occurred may suggest that the participants benefited from the workshop's content and problem-based instructional strategy. Second, an attitudinal assessment survey indicated a positive difference, but not at a significant level (t = .50, df = 14).

Follow-up interviews with the science teachers revealed that their increase in content knowledge was not sufficient to overcome the barriers of technology use in the classroom. There were four barriers to technology integration: lack of time (including prep time and the curriculum time schedule), lack of access to proper technology, lack of support from administration, and lack of accountability to integrate technology within the classroom.