Abstract

Qualitative answers from a comprehensive survey of 185 elementary and 204 secondary teachers were analyzed to identify the barriers and supports to successful integration of computer technology and to compare patterns of themes between “high integrators” and “low integrators.” Although barriers to implementation of computer technology were still very apparent, teachers described the potential of technology using constructivist language, such as “authentic tasks”, and “self-regulated learning”. Literacy instruction was examined as a specific example of how computers are being used, resulting in a hierarchy of task complexity. “High integrators” were not only using computers more often than “low integrators” but they used them in qualitatively different ways. Content analysis of the responses suggests that individual variables, including teacher’s own learning style, may be responsible for differences across teachers.

Citation

Mueller, J. & Wood, E. (2009). Patterns in Successful Integration of Technology: What Makes a Difference?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4121-4127). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 6, 2023 from https://www.learntechlib.org/primary/p/31304/.