Technology Integration Experiences and Perceptions of Southeastern Secondary Teachers

This research examined secondary southeastern teachers’ experiences and perceptions of technology integration in the classroom. Two research questions guided this study: What are the experiences of South Carolina secondary high school teachers in technology-equipped classrooms? How do secondary high school teachers in southeastern schools perceive the process of integrating technology in their daily lessons? The study was conducted using the conceptual framework of Bruner (1961), Dewey (1910), Piaget (1970), and Vygotsky (1978). Constructivism suggests that individuals construct their knowledge and meaning through their experiences. Eight purposefully selected secondary teachers who used technology integration in their classrooms more than once participated in the study. These data were collected in two phases: semistructured interviews conducted in person, and member-checking face-to-face interviews. An inductive analysis model was used. Data were coded to identify patterns and themes using initial and pattern coding. Results indicated teachers had positive perceptions and experiences regarding technology integration. Teachers viewed technology integration as beneficial and necessary for students to employ 21st-century skills. Teachers also identified the need for technology-focused professional development, online resources, a supportive culture, and an established technology standard to achieve effective technology integration in the classroom