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Technology integration: Perceptions of elementary school technology lead teachers

, George Mason University, United States

George Mason University . Awarded


The purpose of this study was to look at the state of technology integration in a small city school system that was in the final year of a self-initiated five-year technology plan. The six volunteer participants representing all five elementary schools and central office administration were former or current technology lead teachers. The qualitative and quantitative methods were used within a case study format to gain a better understanding of the factors or combination of factors that the participants perceived as affecting the adoption of technology integration.

The theoretical framework for the study was based on existing change, organizational and educational theories, grounded design, and relevant research literature. Data sources included: individual and focus interviews; observations of technology-based activities; Stages of Concern Questionnaires (SOCQ); examples of participant computer generated projects; existing survey reports; and other documents related to the school district's technology initiative and staff development offerings.

Findings revealed that a variety of interpretations of technology integration existed among the participants and across the structural levels of the organization. Factors influencing these differences included the amount of technical expertise and teaching experience prior to learning about integrating computer technology; additional university and other outside educational experiences; and inservice staff development courses. When analyzed within the categories of change, technology integration, support, and pedagogy, these interpretations affected issues of leadership, time, communication, and instructional support.

Factors emerging as important to integrating technology were: consistency of instructional focus; continuity of central office support and communication; and the school principal's active involvement in the support of technology integration both as a leader and learner. Use of technology in the classroom was mainly dependent on the teacher's interpretation of the innovation which was also influenced by Rogers' five characteristics of the innovation. These characteristics also highlighted time issues regarding access, and availability. Commitment to technology integration, continued administrative support and open communication emerged as the factors that, when taken together, increase the likelihood of overcoming identified barriers, such as the conflicts in the norms and expectations within the school community regarding the instructional focus and the lack of adequate time and support personnel.


Pavey, D.B. Technology integration: Perceptions of elementary school technology lead teachers. Ph.D. thesis, George Mason University. Retrieved September 27, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1033–1040

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