Expert technology-using teachers: Visions, strategies, and development

In order to establish a theory of practitioner perceptions of technology integration, this study used a grounded theoretical framework to examine how teachers view and use technology, as well as the experiences that influence their development of technology integration expertise. Technology integration was defined by eight expert technology-using teachers\u27 technology integration visions, strategies, and the experiences that motivated them to develop technology integration expertise. Eight expert technology-using teachers were solicited from a population of 31 recipients of a state technology award program that required submission of a portfolio documenting classroom technology use. Using a multiple case study research design and grounded theoretical framework, data were collected from three sources: interviews, observations, and award portfolio documents. These data sources were analyzed for each teacher using constant comparative analysis methods and represented in individual case study reports. The eight case study reports were compared to develop a theory that transcended the individual cases. The findings indicated that expert technology-using teachers\u27 strategies for technology were based on the goal of achieving meaningful technology integration, using technology for to enhance student comprehension, increase student motivation, and/or increase students\u27 achievement by applying technology skills. Their visions epitomized meaningful technology integration that enhanced student understanding typically by placing technology in the hands of their students. However, many of their expressed visions sometimes conflicted with their actual implemented strategies. With regards to the experiences that influence development, four sets of experiences emerged from the data as critical to motivating the teachers to pursue more technology integration: Technology in Context (developing an interest through exposure and building basic technology skills); Implementation in the Classroom (motivated by students or other stakeholders reactions); Advancing Technology Integration Knowledge (self-initiating learning opportunities and implementing, revising, and reflecting); and Sharing with Others (engaging in leadership opportunities and teaching teachers technology). Implications of this research suggest using meaningful technology integration visions and strategies as a goal for teachers, aligning technology integration with teachers\u27 current pedagogical and curricular strategies. In addition, experiences from the four sets that emerged from the data as influencing technology integration development should incorporate this idea of meaningful technology integration