Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher

The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues