Technology Use in the Elementary Classroom – A Help or a Hindrance?

This qualitative study analyzes teacher perceptions on the use of technology in the elementary classroom. This study was completed in order to elicit the opinions about and implementation of technology in the classroom by in-service teachers, with previous literature highlighting self-efficacy, teacher training, influence of the principal, and perceived usefulness as key determining factors of technology use. This research study was conducted through two semi-structured interviews with two participants working for the Toronto District School Board. Upon finishing the interviews, they were transcribed, and then further coded into codes and themes. The major themes that arose from the interviews were preparedness, influence, and usefulness. Although previous literature stated that educators do not find a use for technology, both participants spoke very highly about technology and its place within education. Lastly, this study makes practical recommendations in order to remedy gaps in the field that were identified by the participants