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Barriers to the integration of educational technology in the middle school classroom: A study of teacher learning practices
THESIS

, Nipissing University , Canada

Nipissing University . Awarded

Abstract

With the acceptance of technology in society today, and the numerous benefits the integration of technology into contemporary classrooms has for students and educators, a question is raised: Why are certain educators integrating educational technology into their classroom teaching practices to a greater degree than others? Through the use of qualitative semi-structured interviews and grounded theory methodology, this study examined 4 participants in a large southern Ontario school board in an attempt to answer this question. From the analysis and synthesis of participants' responses, a grounded theory, The Maze Metaphor was created. This preliminary theory argues that professional learning experiences in the area of educational technology are the most important factors in determining the degrees to which participants integrated technology into their teaching practices. Professional learning in this area allowed participants to (often) overcome various barriers to technology integration that may have otherwise forced them to abandon their integration efforts.

Citation

Godfrey, C.M. Barriers to the integration of educational technology in the middle school classroom: A study of teacher learning practices. Master's thesis, Nipissing University. Retrieved June 17, 2019 from .

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

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Keywords