{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/77316"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/77316","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Integrating Technology in the Classroom: Teacher Perspectives","abstract":"The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.","abstract_html":"The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.","abstract_has_math":false,"creators":["Covington, Robert Matthew"],"institution":"Virginia Tech","degree_name":"Ed. 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Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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