Let's Get Digital: Teachers' Perspectives and Practices of Effective Technology Integration

The goal of this research study was to explore the assessment and implementation of meaningful and effective technology use in different classrooms, as well as the factors and resources supporting and/or challenging these efforts. The main research question guiding this study was: How does a sample of teachers define “effective technology integration” and how do they enact this in practice? Data was collected through semi-structured interviews with two Ontario Certified Teachers working in the Greater Toronto Area who have demonstrated a dedication to effectively integrating technology into the classroom. Findings suggest teachers mainly integrated technology within the classroom for curricular, communicative, and assistive needs. Also, student-directed learning was a key success criterion for the effective integration of educational technology. Additionally, motivation to effectively integrate technology and access to resources supports the quality of technology use within the classroom. Findings identify obtaining resources and finding effective strategies to use those resources as challenges to effective integration. As well, findings suggest that effective technology integration produced positive intrapersonal and interpersonal student outcomes in academic and non-academic domains. The implications of these findings suggest positive outcomes are observed through effective technology practices, specifically relating to student achievement, and social-emotional development