Keywords

Technology integration into elementary education, technology integration, technology, barriers to technology integration

Abstract

Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated “…it is critical to understand teachers' perspectives regarding computer integration in the classrooms” (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer & Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, & Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2015

Semester

Fall

Advisor

Allen, Kay

Degree

Master of Arts (M.A.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Applied Learning and Instruction

Format

application/pdf

Identifier

CFE0006007

URL

http://purl.fcla.edu/fcla/etd/CFE0006007

Language

English

Release Date

December 2018

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Campus-only Access)

Subjects

Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

Share

COinS