Toward Technology Integration in the Schools: Why It Isn’t Happening Article
John Bauer, University of Texas at San Antonio, United States ; Jeffrey Kenton, Towson University, United States
Journal of Technology and Teacher Education Volume 13, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Research in the past decade has shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. This qualitative study examined the classroom practice of 30 “tech-savvy” teachers who used computer technology in their instruction, how much they used it, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. Participants were volunteers from two elementary schools, one middle school, and one high school. All identified by their schools as being proficient with technology. The study found that the teachers were highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues were that their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were out-dated hardware, lack of appropriate software, technical difficulties, and student skill levels. Results suggest that schools have not yet achieved true technology integration. There are implications for teachers, administrators, and teacher educators.
Bauer, J. & Kenton, J. (2005). Toward Technology Integration in the Schools: Why It Isn’t Happening. Journal of Technology and Teacher Education, 13(4), 519-546. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved January 20, 2018 from https://www.learntechlib.org/p/4728/.
© 2005 Society for Information Technology & Teacher Education