Teacher Perceptions of Technology Integration in the Classroom After Participation in Professional Development

Groves, Joshua D.

Teacher Perceptions of Technology Integration in the Classroom After Participation in Professional Development

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The purpose of this basic qualitative study was to explore teacher perceptions of the complexities that lead to a lack of technology integration in the classroom despite having access to resources and having received professional development for technology integration. This study explored teacher perceptions of the barriers to integrating technology, and teacher perceptions of technology integration after having received professional development for technology integration. The participants in this study were teachers in southwest Missouri that were in one-to-one school districts, had been provided professional development for technology integration, and had the expectation to integrate technology in their classrooms. Through the qualitative process, this study identified teacher perceptions of the barriers that influence technology integration, and explanations for what can be done by districts and schools to overcome those barriers. This study also identified teacher perceptions about technology integration after having received professional development for technology integration, and the influences of that professional development on their levels of efficacy. Districts and schools can positively influence the technology integration for student learning in their classrooms by being cognizant of their teacher’s perceptions of technology integration.

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