Perceived barriers to technology integration

This mixed-methods study explores the potential barriers to change related to the integration of technology among elementary teachers. Data were collected through the use of a survey, interviews, and focus groups. The Concerns-Based Adoption Model (CBAM) developed by Hall and Hord (2001) was used to capture teacher perceptions of the technology integration. Additional qualitative data were gathered through an open-ended questionnaire, and followed up with interviews and a focus group with eight teachers from the district studied. Two teachers, from each of the four elementary buildings within the school district, were chosen. The population of this study consisted of approximately 100 elementary teachers from the participating school district serving students in grades K through 12, in northern Genesee County, Michigan. Quantitative data were analyzed through descriptive statistics, while qualitative data were analyzed through coding procedures in order to identify emerging themes. Bogdan and Biklen (1982) define qualitative data analysis as working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others (p. 145). Qualitative researchers tend to use inductive analysis of data, meaning that the critical themes emerge out of the data (Patton, 1990). The results suggest that there are four barriers to integrating technology into the daily classroom lessons and that teachers move through various degrees of change through the change process: 1. Lack of Training and Technical Support 2. Lack of Administrator Priorities and Support 3. Lack of Resource Allocation and Convenience 4. Inability to Reduce Teacher Workload The study will serve to inform educational leaders about technology integration and the barriers to change