RUNNING HEAD: TEACHER TECHNOLOGY INTEGRATION

Examining the Paradox of Low Level Teacher Technology Integration

In Technology-Rich Schools

Cheska M. Lorena

The College of Saint Rose

EDU 590 – Dr. Washburn

Spring 2010
 Teacher Technology Integration 1

I. Introduction

My interest in the research project topic teacher technology integration began in fall

2009. I was a visitor at a small suburban elementary school in the capital region of upstate New

York, completing the first of my weekly observations of a suburban K-5 computer lab for a

graduate instructional technology course I was taking at the time. I had recently completed

student teaching at an urban elementary school in a large and diverse city in Nevada and I felt

out of place. The smell of new carpeting, diffused soft light, and gleam of computer

workstations positioned around the perimeters of the computer lab were unfamiliar sights. It

was outfitted with the latest equipment, software, and hardware—a technology teacher’s

dreams come true. I had heard great reviews about the elementary school and I was very eager

to learn new technology practices to incorporate into my own teaching.

Imagine my disappointment when I learned during my four-month span of observations

that less than half of the staff used the computer lab, or checked out the mobile laptop and

net-book carts. During the infrequent times when the lab was in use, computers were mainly

employed for simple non-critical thinking activities such as drill and practice and word

processing. One day I asked the technology specialist to identify other unused lab equipment.

She referred to several sets of digital cameras, video recorders, and a virtual tour kit that the

school district had purchased three years ago. I was amazed at the under-utilization of the

computer lab equipment and the sheer number of wonderful learning opportunities that were

unrealized.

I began to compare this underutilization of technology tools at the suburban elementary

school to the urban elementary school in which I student taught where the elementary school
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teachers fought over what little technology was available. I recalled my mentor teacher and

how she taught a unit on human body systems with virtual frog dissections. Students were in

collaborative teams, in which they worked together to complete the dissection and create

multimedia presentations. At first glance, the elementary teachers seemed to have it all—the

latest equipment, weekly training, additional online professional development on technology,

and quick daily access to instructional technology (IT) support on school grounds. I found their

lack of excitement and the lost potential of student enhanced learning perplexing. My

experiences at this particular elementary school have led me to wonder if this was an isolated

incident or a systemic occurrence.

Current educational reform underscores student-centered instruction and the use of

instructional technologies to support active student learning (Palak & Walls, 2009). The call for

technology has led to nation-wide investments in new technological equipment to upgrade

school districts’ inventories and to promote 1:1 instruction. The advent of the Internet and

rapid development pace of new technology has also led to a cultural and social change in

students’ lifestyles. Today’s students have become increasingly adept at utilizing technology to

communicate, gather information, and extend their social experiences (Spires, Lee, & Turner,

2008.) Many students embrace interactive environments, gravitate towards group activity, and

seek active involvement in their learning process. The way they access information and

generate content suggests that they are creating understandings and knowledge no longer

compatible with the former methods of teaching.

The positive effects of educational technology have been documented in various

evaluations and research studies since the 1980s. Many of these studies (Kulik, Bangert, &
 Teacher Technology Integration 3

Williams, 1983; O'Dwyer, Russell, Bebell, & Seely, 2008) report that students enjoy classes and

learn more when technology is integrated with classroom instruction. My observations of direct

instruction and independent seatwork at the elementary school’s computer lab suggested that

there was a large disconnect between the way students used technology at home and in school.

In the educational system, it is the teachers who act as change agents for technology

integration in schools (Ertmer, Gopalakrishnan, & Ross, 2001). Most teachers recognized the

importance of using technology in their classrooms but used technology infrequently or in ways

that did not support higher-level student learning.

My curiosity led to reading literature (Lowther, Inan, Strahl, & Ross, 2008) that affirmed

that what I had observed at the elementary school was in fact systemic, and that several key

barriers to technology integration in technology-rich schools exist. I was curious as to why there

has been little shift in teacher practice at this particular elementary school and other schools,

despite available technology, technical and general support, and positive teacher attitudes

towards technology.

With this qualitative action research project, it was my intention to seek specific ways to

increase teacher technology use and integration in technology-rich schools. I wanted to find

out: Why are there low teacher technology integration rates in some technology-rich schools?

What research-based strategies or practices can be used to encourage higher levels of teacher

technology integration? How can these strategies be used? The sole purpose of my action

research study was to inform and improve my work as a classroom teacher who wishes to

incorporate technology with content area. Findings were used strictly for personal growth.
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II. Research Design

Qualitative research methods will be used for this single case-study. Bogden and Biklen

(2007) presented five characteristics of qualitative research that I utilized in my research. The

case-study was naturalistic because as a researcher, I was concerned with context. To

understand why some teachers from technology-rich schools were reluctant to use technology

in their instruction, it was best that I considered the computer lab environment, as well as the

actions and behaviors of the teachers. The study was descriptive because data collection relied

on a reflective journal, surveys and field observation notes. The descriptive data permitted me

to focus on the process and consider every detail, allowing for richer interpretation (Punch,

2009). Through this inductive process, my investigative findings helped paint a larger,

meaningful, and much more cohesive picture of the particular incident I experienced at the

elementary school’s computer lab. The main purpose of the case study was to seek

understanding as to why there were low rates of teacher technology integration in this specific

technology-rich elementary school, and how I can use this new knowledge to inform and

improve my own personal practice.

Qualitative research was best suited for my action research project because I was

interested in understanding the particulars of a specific phenomenon, or event. In this case, I

was curious to know why there was a low rate of teacher technology integration by elementary

teachers at the suburban technology-rich school I observed for my graduate instructional

technology course. Additional reading has led me to believe that this case study seems to be

systemic. By focusing on the event at the elementary school and using multiple data collection

methods, I gained a better understanding as to why there were low teacher technology
 Teacher Technology Integration 5

integration rates in technology-rich schools. Qualitative research methods, in addition, helped

me to create a rich and detailed report out of my findings.

Data for this single case-study was collected through three main forms: a reflective

journal, surveys, and field observation notes. During my previous observations at the suburban

elementary school, 16 teachers and over 120 students in Grades 4-5 were surveyed with a

needs assessment questionnaire. I re-analyzed the results of the surveys and my field

observation notes for common themes of teacher pedagogical beliefs, teacher attitudes, and

examples of teacher technology practices. I also evaluated my own personal instructional

technology experiences as a pre-service teacher using written reflections and anecdotes.

Additional data were obtained through online surveys and informal interviews with other

teachers from social networking platforms.

The study focused on a small suburban elementary school in upstate New York, which

was part of a two-building school district. The district itself was located in the middle of a small

but very tight-knit community, where parent attendance and involvement was very high. The

elementary student body ranged from kindergarten to fifth grade, and comprised over 500

students. There were approximately 40 full-time teachers, where a majority had been teaching

for over 20 years. Each class had an average of 18 students with two to three teacher aides. The

population was primarily Caucasian, English-speaking, and in which over 60% have received a

bachelor’s degree or higher. Most families were of mid-to-high socioeconomic status.

My action research project had great value to me because it helped me find out what

was going on with the teachers at the elementary school’s computer lab. Why were the

elementary teachers hesitant to use more technology, despite the facts that they recognized
 Teacher Technology Integration 6

the benefits of instructional technology on their students and had many available resources at

their disposal? My goal was to understand what was happening, to determine possible causes

of the incident, and perhaps find new innovative ideas that may help address the problem.

With the data I collected, I hoped to expand my professional knowledgebase related to

teaching and learning with technology.

III. Findings

For the fall semester 2009, I spent six weeks in the suburban K-5 computer lab observing

the interactions between the students, teachers, and technology specialist. It was during my

observations that I began to search for answers to the following: 1) What is technology

integration? 2) Why should teachers integrate technology in their classrooms? And 3) How can

teachers learn how to integrate more technology into their instruction and curriculum?

What is technology integration?

In mid-semester 2009, I distributed separate surveys for teachers and students on their

technology use in the classroom. The surveys consisted of 10-20 questions asking teachers and

students to list their most frequently used technology tools and the type of academic

technology-related work assigned. Personal opinions were also solicited regarding how current

learning conditions can be best improved. The surveys were mass emailed three times to staff

via the school email server, and a desktop icon was installed on all computer workstations in

the computer lab for the students. A 4th grade teacher also posted a link to the questionnaire

on his online class website.

Only 16 out of 40 teachers responded, while 120 (mostly 4 th graders and 5th graders)

students responded to the surveys. The gap in survey participation between the teachers and
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students was interesting, but the large disconnect between the teacher and student survey

results were more astonishing. From the teacher findings, 50% of the teachers have taught

between 15-20 years. In addition, 63% of the teachers rated their overall technology skills as

intermediate. Close to 44% of the teachers reported receiving 1-5 hours of professional

development on technology, while only 19% of the teachers reported receiving over 10 hours

of professional development on technology. The most commonly used technology tools in the

classroom were the interactive whiteboard, teacher-run computer workstations, and lab

computer workstations. The most common student technology-related activities assigned were

word processing, online research, and the use of drill and practice software.

From the student findings, 100% of students had daily access to the Internet via home

computers, laptops, cell phones and hand-held game devices. When they were in school,

however, their access to the Internet was limited to teacher-assigned work in the computer lab.

Over 75% of the students rated their overall technology skills as expert. The most common

activities students used their personal devices for were playing online games, watching videos,

socializing with family and friends, and listening to music. In contrast, when asked to list

classroom technology-related activities, students listed word processing, individual research,

and keyboarding.

Out of the results, several patterns began to emerge. The suburban elementary teachers

thought that examples of teacher technology integration included using technology tools like

interactive whiteboards or mobile carts twice a week. They also believed that sending their

students to the computer lab to practice their keyboarding, play drill and practice online games

or use the word processor to type up writing assignments were modern uses of incorporating
 Teacher Technology Integration 8

technology into their daily instruction. Students, on the other hand, wanted to use the

computers and other technology equipment on a daily basis. They also thought their teachers’

technology practices were boring and outdated.

During group interviews, the students were asked to name a few activities they would

like to see more of in their classrooms and computer lab. Several statements included:

“More challenging games! More fun activities!” - 4th Grader

“I would like to learn how to make digital stories instead of playing games.” - 4th Grader

“I’d like to do videos, like, make videos ourselves.” - 5th Grader

“I would like more opportunities to create PPT presentations where I get to choose the

topic.” - 5th Grader

Students’ responses showed that they clamored for interactive activities that used the

interactive whiteboard, laptops, digital cameras, and other technology tools in innovative and

creative ways. Because they were exposed to technology in their everyday lives, they had more

self-confidence with their technology skills. They wanted more autonomy, more challenges,

and more opportunities to create, work together, and interact with the content in their learning

process.

While the suburban elementary school was outfitted with the latest technologies and

had the support of on-site technology specialists, it was clear that the staff did not have a full

understanding of what technology integration was. That idea was driven home when an older

female teacher approached me during free period. She commented, “I know I’m supposed to

be doing all of this [technology], but I just don’t know what it is! I hope you don’t think that I

am a terrible teacher!” Her embarrassment was tangible and emphasized another pattern I was
 Teacher Technology Integration 9

beginning to see: the staff refrained from exploring new uses of technology in the classroom

due to a lack of understanding of what technology integration was and the fear of looking

foolish or unknowledgeable in front of their students and peers.

As it turned out, the students had it all along. Intuitively, they knew that technology

integration was about using the tools in ways that reflected their own technology use in their

everyday lives. At home, students used technology daily for entertainment, to socialize,

connect and create. In school, however, technology use was limited and delegated to individual

seatwork and practice. When I described the situation to a fellow math teacher and technology

specialist, he commented: “*Technology integration+ doesn’t mean that everything you do has

to be digital, but you need to use the tools and practices that help you learn and keep up to

date with 21st century learning settings.” The suburban elementary teachers were aware that

they should use technology in more engaging ways, but did not know how to properly integrate

it in their instruction. Their fear of looking foolish in front of others prevented them from

exploring new possibilities. As a result, many of the available technology tools like the digital

cameras and virtual tour-kit remained untouched at the technology-rich suburban K-5

computer lab.

Why should teachers integrate technology in their classrooms?

The short time I spent at the suburban K-5 computer lab sparked my curiosity and

fueled a hunger to find out more about technology integration in technology-rich schools.

Questions reverberated in my mind: What does a 21st century learning setting look like? How

does technology integration fit in this setting? It was not enough to know what technology

integration was. Like most typical students, I also had to know why. While my fall observations
 Teacher Technology Integration 10

at the K-5 computer lab were completed, I continued to keep in touch with the technology

specialist. In spring 2010, I was invited back to the suburban elementary school to observe the

teachers and students for a day.

The fifth grade department had suspended all other subjects for a week-long geography

and social studies web-quest. The change in the school environment was remarkable. In 3 to 4

short months, 4-5th grade teachers went from direct instruction to student-centered technology

use. The fifth grade class comprised 90 students and was divided into small collaborative groups

based on their choice of topic. They were instructed to create a PowerPoint, a photo story, or a

webpage to present their work. On the last day, the whole class held an assembly where the

groups presented their culminating assessment in a symposium format to their teachers and

peers.

As I rotated among groups and classrooms, the students’ excitement was infectious.

When asked about what they thought and how they felt about the multimedia project, students

responded:

“We’ve never done something like this before. It’s strange, but loads of fun!” - 5th

Grader

“…what I like most about the project is that we get to work together.” - 5th Grader

“I’m excited to present because we get to use a microphone and talk about our work!”

- 5th Grader

“We don’t use technology every day, more like every other week. I love computers and I

wish we did projects like this more often.” - 5th Grader

 Teacher Technology Integration 11

The students’ responses made it clear why it was important to integrate technology in the

classroom. They had clear and articulate responses when I probed about the purposes of their

project, and asked for short explanations about who was doing what, how their work was

evaluated, and what they have learned about their topic. The students were actively engaged in

their learning. They were excited to work with each other, and when I made my last rounds

they were all hard at work giving each other honest and constructive feedback via peer rubrics.

The biggest change I have seen was that the students wanted to create and show off their

work. This was a huge difference, considering that I frequently received a shrug or an “I don’t

know” when I asked the same students about their work in the suburban K-5 computer lab a

few months before.

The 5th grade teachers had listened to their students. They provided the students with a

challenging opportunity to use technology to express their understanding of what they have

learned in social studies class through images, sound, and text. With the multimedia project,

the 5th grade teachers showed that they were learning how to slowly integrate more

technology in their classrooms. As a result of their efforts, their students became more

empowered, actively engaged, and motivated in class. I was looking at a 21st century learning

environment.

How can teachers learn how to integrate technology in their classrooms?

The week-long multimedia geography and social studies was not the only change I

noticed when I returned to the suburban K-5 computer lab in spring. The technology specialist’s

webpage and employees’ technology website were updated. The technology specialist had

shifted to Google Sites, and one of the literacy teachers were setting up a wiki-space online in
 Teacher Technology Integration 12

the lab. The employees’ technology website now featured podcasts, web reviews on Web 2.0

tools, and a teacher’s PPT tutorial on Google web design. Most surprisingly, teachers were also

encouraged to teach technology sessions!

To a passerby, the changes might seem trivial. In fact, they might not even have

registered on the radar. However, as an outsider who had observed the suburban K-5 computer

lab for an entire semester, I knew it was a meaningful moment because none of these features

existed four months ago. My quest to understanding technology integration in technology-rich

schools has led to me to my next questions: What effective strategies can be used to encourage

higher levels of teacher technology integration? How can these strategies be used?

I began to develop an online professional learning network (PLN) by connecting with

other educators through the Twitter social networking site from winter 2009 to spring 2010. I

interviewed 4 technology specialists and technology coordinators employed in technology-rich

schools from different states on how to encourage school faculty to become more familiar with

technology integration. I also collected tips from other teachers around the country who had

sought information and taught themselves how to use various technology tools on their own.

Through the interviews, two common threads arose. All interviewees agreed that many

teachers resist technology integration because they fear that it will “change what they do” and

that they have to “re-learn new systems”. To increase teacher technology use and integration,

it is important that the technology tools and practices that are being introduced are non-

invasive. “Don’t try to change their current teaching strategies and behavior. Try to find

solutions that works with the way they [the teachers] and the system works,” remarked one

technology specialist. “They don’t want to change the things that they are doing that are
 Teacher Technology Integration 13

already fundamental and work well,” he added. Most teachers want efficiency and having to

learn how to use new technologies take away from that. Most teachers also fear adding

technology to their repertoire implies that they are not teaching enough, or performing well in

the classroom. On the contrary, technology integration in the classroom was meant to act as a

supplemental tool to aid in instruction and further enhance the learning experience.

The second thread was the idea that teachers were students too. All four interviewees

agreed that when introducing new technologies, teachers should be treated the same way as

students when introducing and teaching new content. “Be careful with your tone when talking

to teachers about technology. They don’t want to be talked down to,” advised one technology

coordinator. Another technology specialist commented, “Even when you think you’re going

slowly, you’re not going slow enough! Remember that they’re *the teachers+ learning this for

the first time.” Like teachers, technology specialists must build relationships with teachers,

become familiar with their learning styles and preferences, and differentiate technology

training. They also must have patience and the ability to model and scaffold the content. In

order to encourage higher levels of teacher technology integration, it is important that teachers

feel confident that they too can learn and apply their newly acquired technology skills in their

classrooms.

I decided to put my PLN’s advice to the test by performing an impromptu technology

workshop in one of my graduate courses, Advanced Instructional Design, in mid-April 2010. I

specifically chose to introduce Prezi and Wallwisher because they were free Web 2.0 tools that

were user-friendly and could be used in a variety of content areas and by students of different

ages. I began the workshop by showing an example of how I used Prezi and Wallwisher in my
 Teacher Technology Integration 14

science classroom. I followed the example with a friend’s Google slideshow on 19 different

ways the two Web 2.0 tools can be applied in the classroom. I then proceeded into a quick

tutorial, in which I modeled how to set up free teacher accounts, find the video tutorials and

help manuals, and create sample products.

While demonstrating how to embed a video on Prezi, I shared a YouTube video called “A

Vision of K-12 Students Today”. It was a short clip that emphasized 21st century learning and

the need for teachers to step up their technology integration so they could support their digital

learners. The professor was so moved by the video that she changed our final project from 3

individually-written differentiated lesson plans to 2 small collaborative group projects. She

remarked: “Here we are learning about advanced instructional design and how we should

differentiate our lesson plans for our students, but we haven’t touched on technology

integration at all. I feel horrible, but I’m going to take this opportunity to practice what we

teach. I’m going to change your final project.” My classmates and I were instructed to create 2

differentiated lesson plans that highlighted technology integration. We were to present and

perform a quick tutorial on the technology tools we used in one of our differentiated lesson

plans during the last week of the semester.

The teacher response to my impromptu workshop and the professor’s syllabus change

were incredible. My classmates went from tired to enthusiastic. They commented:

“I’m so glad you did this, Cheska. It was so easy to follow. I can’t wait to try Prezi with

my students!” – Elementary teacher

“My head is spilling over with ideas on how to use those tools in my classroom…”

– Middle school teacher

 Teacher Technology Integration 15

“I can’t wait to show this *Prezi+ to the other teachers at my school!” – High school

teacher

Their comments continued for the next two weeks. A few of my classmates have begun using

Prezi for student projects in their classrooms. Others used it for their own presentations in

other graduate courses. One of my peers exclaimed: “Cheska, I just wanted to tell you that I

shared Prezi with the teachers at my school and they loved it!” She continued,” I haven’t seen

them that excited over technology!” By following my PLN’s advice to take the time and show

what technology integration is and how it looks like in a 21 st century classroom, I was able to

encourage and motivate 25 teachers from 10+ school districts to use more technology in their

own classrooms.

The teachers were motivated by what they learned from my impromptu technology

workshop and were eager to share what they learned with their colleagues. By sharing their

excitement and newfound knowledge of technology integration, they were able to increase

their own use of technology in their classrooms as well as within their school community. When

the professor revised our final project, she took a teachable moment and expanded it into an

opportunity that allowed my peers to research their own technology tools and begin creating

their own professional learning networks. With a better understanding of technology

integration, those 25 teachers began their journey teaching with technology in a 21st century

learning environment.

IV. Literature Review

The call for technology use in the classroom has received much attention in recent years

due to tougher standards and benchmarks, required state and national testing, changing
 Teacher Technology Integration 16

student populations and profiles, and accountability reports on improved achievement for all

learners. The rapid pace of technological, economical, informational and political changes in

society, paired with the ubiquitous nature of technology use by today’s students, require that

schools re-examine the way student academic needs are being met in the classroom. Students

have become increasingly dependent on technology to communicate, gather information, and

extend their social experiences (Spires, Lee, & Turner, 2008). The change in students’ lifestyle

and their requests for increased use of technology in school for learning requires that the

educational system evolve to meet these new demands.

ISTE (2007) indicates that to learn effectively and live productively in an increasingly

digital world, students should know and be able to use technology for creativity and innovation,

communication and collaboration, research and information fluency, critical thinking, problem-

solving, decision-making, digital citizenship, and technology operations and concepts. In my

study, the joy and excitement were reflected from the student responses during the week-long

geography and social studies web-quest. The fourth and fifth graders were engaged with the

web-quest because they were given autonomy and opportunities to produce meaningful work

in order to gain a better understanding of what they were learning in class. The challenging use

of the web-quest exposed the students to more technology, which aligned with their daily use

of technology and their own technology skills.

In a 21st century education system, technology must be used comprehensively and

purposefully for supporting how students learn with innovative teaching and learning practices.

To meet the demands of their digital students, it is important that teachers learn to use and

maximize the impact of technology in the classroom. Using technologies such as

 Teacher Technology Integration 17

videoconferencing, online learning and networking can support professional development and

professional learning communities (SETDA, 2007). The professional learning communities help

teachers to learn and collaborate with peers, mentors, and experts, and expand their

knowledge and experience bases with technology integration.

Technology Integration and Key Barriers

Because technology is considered as a major component of school reform, schools have

invested in technology equipment and teacher professional development to help integrate

technology in the classroom. The suburban elementary school from my study was an example

of such schools that made large technology investments. Despite abundant technology and

support, the technology-rich elementary school had low levels of teacher technology

integration. Lowther et al. (2008) listed key barriers to technology integration as: 1) availability

and access to computers; 2) availability of curriculum materials; 3) teachers’ beliefs; 4)

teachers’ technological and content knowledge and; 5) technical, administrative, and peer

support. Effective technology integration starts with access to technology, but also requires

teachers’ shift to student centered teaching methods and a supportive school culture that

values meaningful technology-assisted learning.

The focus of my research was a suburban elementary school computer lab. In this K-5

computer lab, there was an interactive whiteboard, over 25 computer workstations, two large-

capacity inkjet color printers, three mobile carts containing 22-24 laptops, and one mobile cart

containing 30 net-books. Other equipment include a flatbed scanner, one DVD video camera,

one virtual tour kit, and 6-8 digital cameras locked in a cabinet. In addition, the technology

specialist hosted weekly Tech Monday workshops. There were free professional development
 Teacher Technology Integration 18

technology classes offered online, and the school technology website layout was recently

renovated to include podcasts, video tutorials, reviews of Web 2.0 tools, and resource links.

Even with high access to technology, the suburban teachers and their students were occasional

to rare users of the available technology tools in the computer lab for instruction. When the

teachers did use the technology tools, their changes maintained teacher-directed instruction

rather than alter their existing classroom practices toward student-directed instruction.

In contrast, the urban middle school’s computer lab had 18 computer workstations, one

medium-capacity black and white inkjet printer, and one mobile cart containing 24 laptops.

There was 1 technology specialist, who was available 3 out of 5 school days. There were no

technology professional development courses offered, and no employee technology website to

refer to for assistance. Despite the low access to technology, many of the urban middle school

teachers were able to teach themselves by staying after school to experiment with the

technology tools and help each other troubleshoot problems. Ertmer et al. (2001) defined

exemplary technology-using teachers as those who had a “no-nonsense approach to common

integration barriers.” The urban elementary school teachers did what they could with limited

technology and access and were successful in their use of technology integration in the

classroom.

Exemplary technology-using teachers were not deterred by lack of resources,

knowledge or time (Ertmer et al., 2001). It was not that the urban elementary school teachers

did not encounter barriers to technology integration; in fact, they encountered all five key

barriers listed previously. However, the urban middle school teachers managed to find ways to

obtain needed resources and worked around constraints. The difference between the
 Teacher Technology Integration 19

elementary and middle schools’ access to and technology use indicated that there must be

unseen barriers that prevented the suburban elementary school teachers from fully integrating

technology in their classrooms.

Intrinsic Barriers to Technology Integration

Ertmer et al. (2006) identified two categories of barriers that limit teacher technology

integration: extrinsic barriers and intrinsic barriers. Examples of extrinsic barriers include

access, time, and support, while examples of intrinsic barriers include beliefs, practices, and

willingness to change. According to Ertmer et al. (2006), in order for successful technology

integration to exist, the following conditions must be in place: changing teacher beliefs;

sufficient and accessible equipment; placement of classrooms versus labs; long-term planning,

technical and instructional support; and technology integrated within the curricular framework.

The suburban teachers in my study had access to abundant technology equipment. Their

technology plan emphasized professional development and the integration of technology, and

there were weekly Tech Monday workshops hosted by the technology specialist.

Even when key barriers were removed, technology tools were used for low-level

learning in teacher-centered environments in the technology-rich suburban elementary school.

Ertmer et al. (2001) noted that the most common factor between exemplary technology-using

teachers was “the belief that technology provided a valuable tool for achieving their visions of

teaching and learning”. The collected data from my study showed that intrinsic barriers, and

not extrinsic barriers, prevented the suburban elementary school teachers from fully realizing

the power of technology integration in the classroom.

 Teacher Technology Integration 20

Teachers in technology-rich schools continued to use technology in ways that supported

their already existing teaching approach (Palak & Walls, 2009). The 3 most common

technology-related activities assigned by the suburban elementary school teachers in my

research were word processing, keyboarding, and online research. Their use of technology

emphasized individual instruction, independent learning and technology use as a reward.

Content was the primary focus of the teachers with low level technology use in technology-rich

schools (Ertmer et al., 2001). By focusing on content, the suburban elementary school teachers

failed to see that technology integration was about being able to look at technology and

understand that it was not separate from content. It was not an extra or an add-on; technology

integration was a part of daily classroom practice. Effective technology integration enhanced

what teachers were already doing, and helped them to go beyond current classroom work.

The urban middle school teachers I had observed had student-centered beliefs and

viewed curriculum as “a process that helped students become lifelong learners”. These

teachers’ use of technology was a regular part of their curriculum and was incorporated in their

day-to-day practice. Out of the 14 teachers polled from the suburban elementary school of my

study, only 2 male teachers had their own classroom website. When their students were

interviewed and asked to list recent examples of how the 2 male suburban elementary teachers

used technology in the classroom, they responded:

“We just finished a web-quest on the Erie Canal in Mr. M’s class.” – 4th Grader

“We have to get our homework and participate on online polls from the class website.”

– 4th Grader
 Teacher Technology Integration 21

“We had to do Google searches, compare websites, and explain why or why not they

were good to use for reports.” - 5th Grader

“We used Kidspiration to make concept maps for our biographies.” – 5th Grader

Technology-using teachers range along a continuum of instructional styles from instruction to

construction (Ertmer et al., 2001). Teachers at the instruction end focused on content, while

teachers at the construction end focused on process. By pairing process-oriented teaching

methods with technology use, constructivist teachers like the two male suburban elementary

school teachers helped their students gain problem-solving, critical-thinking, or lifelong-

learning skills. Other suburban elementary school teachers who wished to learn how to

integrate more technology in their classrooms might benefit from examining their existing

teaching pedagogy, how it affects their instruction, and how it aligns with their goals of

technology integration.

Teaching Strategies

Teachers may be unable to integrate technology to support student-centered practices

because they lack models of technology to facilitate this type of learning (Palak & Walls, 2009).

Focusing on problem-based learning, project-based learning, and constructivism can help the

suburban elementary school teachers to implement more student-centered technology-

assisted instruction. Moursund (2003) considers the benefits of problem and project based

learning from the students’ point of view: 1) learner-centered and intrinsically motivating; 2)

encourage collaboration and cooperative learning; 3) allows students to make incremental and

continual improvement in their products, presentations, or performances; 4) is designed so that

students are actively engaged in doing things rather than in learning about something; 5)
 Teacher Technology Integration 22

requires students to produce a product, presentation, or performance and; 6) is challenging,

with a focus on higher-order skills. Moursund’s (2003) description of problem and project-

based learning echoes the students’ survey results in my study in which they call for more

opportunities to interact with one another and with the content they are learning in class. The

students wanted less word processing, keyboarding, and online research, and more creative

activities that allowed them to produce digital stories, animations, videos, and PPT

presentations on topics of their own choice.

Professional development with a focus on the integration of technology for student-

centered practices also appears to have a positive effect on shifting beliefs and practices.

Teacher training should move away from isolated technology training (use of tools) and toward

integration of technology into curriculum to help teachers use technology to support student-

centered pedagogy (Palak & Walls, 2009). In my research, when the suburban elementary

school teachers were asked to list examples of technology integration in their classroom, they

listed equipment instead of how the equipment was being used by their students to

demonstrate what they have learned in class. Woodbridge (2004) claimed that true technology

integration involves students constructing their own learning while using technology tools and

allows for student-centered approaches for both teacher and students. The list of examples the

suburban elementary school teachers revealed a lack of understanding as to what technology

integration is. Their lack of knowledge prevented them from fully utilizing the abundant

technology tools in the computer lab and engaging their students in student-centered activities.

To increase the number of exemplary technology-using teachers in technology-rich

schools, technology specialists, trainers and administration can help faculty to build
 Teacher Technology Integration 23

collaborative learning communities. Ertmer et al. (2001) indicated that teachers preferred to

participate in workshops, seminars, and conferences that differentiated and customized

technology training instead of attending group training with a technology coordinator. Several

technology specialists interviewed from my study emphasized that teachers are learners too.

Their preference to learn in customized informal settings echoed their students’ wish to be

involved in collaborative activities in the classroom. Cuban, Kirkpatrick, & Peck (2001) stated

that generic training usually available for teacher technology professional development were

often irrelevant to teachers’ specific needs. In customized and informal training workshops,

teachers can benefit from observing how colleagues have implemented their student-centered

technology-assisted teaching methods within realistic environments. In my study, I was able to

model technology use in an informal collaborative environment and inspire 25 other teachers

to learn more about different technology tools. By creating collaborative learning

environments, knowing how others have eliminated or worked around technology barriers may

help teachers to find ways to increase their own technology integration in the classroom.

After reading, analyzing, and evaluating survey results, interview transcripts, my

personal experiences with professional learning networks, and reviews of the literature, I have

come to several conclusions. First, money and available resources cannot be used as definite

factors to determine why there are high or low levels of teacher technology integration at any

school. Successful teacher technology integration occur both in schools with abundant

technology or in schools with inadequate resources. To determine the level of teacher

technology integration in a school, questions should focus on teacher beliefs instead of access.

Teachers are more likely to use technology in ways that support their existing beliefs; that is,
 Teacher Technology Integration 24

teacher-centered instruction enforces individual student use of technology, while student-

centered instruction centers on collaborative learning with the help of technology.

There are three main reasons why teachers might have low levels of technology

integration: 1) they do not know what technology integration is, or it is not covered in

professional development so they ignore it; 2) they have an idea what technology integration is

and want to try it out, but they are afraid they may look foolish if they fail so they stay away

and 3) they believe using more technology might imply they are not doing their job well

enough. Whatever the reason, it is clear that teachers must face their fears of the unknown

through edification. With the help of my professional learning network and the results from my

study, I was able to compile effective strategies and tips to encourage individual teachers who

want to face their fears of technology integration and become more familiar and confident with

their use of technology in their classrooms.

V. Implications

Better understanding a problem can lead to better communication between all parties

involved. Teacher technology integration would not be a daunting task for many teachers as

long as they have a clear understanding of what it is, why it should be used, and how they can

learn to use it in their classrooms. Based on the interviews and tips collected, I recommend the

following:

1. Create a clear vision of what an ideal classroom with integrated technology looks like.

Individual teachers can design their own technology growth development plans by outlining

their expectations for the school year. Take out the school’s mission statement, standards, and

learning objectives. How does the technology fit in? Align learning objectives with the
 Teacher Technology Integration 25

appropriate tools, and list 1-2 new tools you would like to use in the classroom. Set small

measurable goals. Focus on one goal at a time. Schedule a time during the week to practice

with the tools.

2. Build an on-campus professional learning network. Make friends with the technology

department. Individual teachers can form small study groups with colleagues to sign up for

professional development courses and attend conferences together, swap literature, and share

ideas for lesson plans, and resources. Visit and observe each other’s classrooms. Encourage one

another to host informal workshops, demonstrations, or tutoring sessions during breaks, after

school, or during in-service days.

3. Build an online professional learning network. Learn how to set up a Twitter account or a

profile on one of the social networking platforms. Connect with other educators around the

globe and join education-related groups. When you feel more comfortable, expand your

network to include artists, scientists, authors, etc. Make a commitment to spend a few minutes

a day, or a half hour on weekends, to browse through the current articles, materials, and links

shared via your network. When you feel more comfortable reading the resources on your social

networks, don’t just lurk! Try your hand at leaving 1-2 comments on a blog or in a group

discussion. Share your own resources. Ask questions.

4. Invest in yourself. Read, read, and read! Subscribe to technology journals and publications.

Open an aggregator account like Google Reader and subscribe to educational blogs, online

magazines, and newsletters. Search for online tutorials and videos. Use open content sources.

Follow along with free university online classes. Attend free webinars and free virtual

conferences whenever you can.

 Teacher Technology Integration 26

5. Expand your learning network to the classroom. Harness your students’ creativity and

ingenuity. Involve your students in your learning by asking them how they best learn with

technology, how they network with their peers outside the classroom, and what technology

tools they are using for their hobbies. Allow them to be your technology tutors by encouraging

them to share their tips and tricks. Set up monthly technology show-and-tells in the classroom.

Ask students to do a tutorial for you. Search for video, podcasts, and other tutorials together

and create a class technology knowledge-base on a class website, social bookmarking site, or

wiki-space.

6. Publish, publicize, and advertise your students’ technology-related work. Create a

classroom website or a wiki-space to share ideas, tutorials, and class projects. Share the links

with parents, administration, and faculty. Invite them to your classroom to see what the

students are doing and learning. Distribute a monthly newsletter, create a photo album, or put

together a digital portfolio to share what you have done to integrate technology in your

classroom. Share these with parents, your colleagues, administration, and your professional

learning networks. Ask for constructive feedback and suggestions for improvement.

7. Develop a continuous reflective practice with your integration of technology in the

classroom. Keep a small notebook to jot down initial thoughts and impressions. Follow up your

implementation of technology tools in a lesson plan or activity with a reflection on its strengths,

weaknesses, successes and things that can be further improved. Remember to include samples

of formative and summative student assessments. Write in your favorite or most striking

student responses and quotes. Write about your personal journey into technology integration.

Reflect on your technology growth development plan. Consider signing up for an online blog
 Teacher Technology Integration 27

and linking it to your professional learning networks. Encourage discussions with your

colleagues and networks.

My action research project enabled me to gain a better understanding of how to work

more effectively with teachers, technology specialists, and administrators in the computer lab

setting. In addition, my research encouraged teacher empowerment by providing me and other

teachers with effective strategies that helped us become more comfortable and confident with

the idea of teaching with technology. By using the valuable insights of my study, my peers and I

have begun to improve our teaching through familiarization with new technology tools and

addressing the misconceptions that lead to failure of computer-supported teaching. Once

teachers in technology-rich schools eliminate their fears of technology, they can recognize that

computers and other technologies are simply one of the many cognitive tools that they provide

on a daily basis to motivate and challenge their students.

Since my study, I have begun sharing the results as a volunteer at the suburban

elementary school and technology mentor for several of my older colleagues. As I learn more

about technology integration from my professional learning networks and from teaching

others, I continue to gather and share more effective strategies on teacher technology

integration with my peers. It is my hope through my research and active teacher-leadership

that more teachers will see how technology can be a useful tool in aiding higher-order student

learning. I hope it encourages them to seek more new exciting ways to teach with technology,

encourage other teachers, and thus increase teacher technology use and integration within

their schools.
 Teacher Technology Integration 28

VI. References

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theory and methods. Boston, MA: Pearson Publications.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high

school classrooms: Explaining an apparent paradox. American Educational Research

Journal, 38(4), 813-834.

Ertmer, P.A., Gopalakrishnan, S., & Ross, E.M. (2001). Technology using teachers: Comparing

perceptions of exemplary technology use to best practice. Journal of Research on

Computing in Education, 33(5).

Ertmer, P.A., Ottenbreit-Leftwich, A., & York, C.S. (2006). Exemplary technology use: Teachers’

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Hernandez-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in

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Kulik, J.A., Bangert, R.L., & Williams, G.W. (1983). Effects of computer-based teaching on

secondary school students. Journal of Educational Psychology, 75(1), 19-26.

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Lee, J., & Spires, H. (2009). What students think about technology and academic engagement in

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Lowther, D.L., Inan, F.A., Strahl, J.D., & Ross, S.M. (2008). Does technology integration “work”

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