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Introduction
Given the ubiquity of use the of technological devices by students today, we infer that most students do not perceive a distinction of device usage between their personal lives and school. According to a Pew Research Center study in 2012, 78% of teens owned a cell phone, 38% a smartphone, 80% a desktop or a laptop computer, and these numbers have been consistently climbing since 2007 (Wordmald, 2015).
With teens' constant connection to others through technology, it is natural that students would expect the same constant connections in school. However, that may not always be the case. Teachers are the main factor in deciding what and how technology is integrated within classrooms (Rehmat & Bailey, 2014). The age span of current teachers is far wider than that of the current iGen students who have grown up with such devices, resulting in vast differences among teachers in comfortability with the amount of technology that is integrated into classrooms (LeDuc, & Twenge, 2018).
Literature Review
Common reasons for teachers' reluctance toward integrating technology into the classroom are lack of confidence in the tools and discomfort or fear of their usage. Teachers often have fear that they will waste time or look incompetent in front of their students (Ackermann, 2001). However, one study showed that self-efficacy improved for preservice teachers when they were trained in the technological content within a science methods course (Rehmat & Bailey, 2014).
Additionally, teacher training technology as it relates to content areas can be supported by Mishra's and Koehler's (2006) Technological, Pedagogical, and Content Knowledge (TPACK) framework, thus helping build confidence within teachers for using technology in their classes. Introducing TPACK as a means to foster greater technological connections and applications to curricular content would strengthen teacher methodology courses.
Along with TPACK, Mustafina (2016) suggests that although teachers have enjoyed integrating information and communications technology (ICT) within classrooms, it is still rare that such technology is actually implemented. Mustafina's research found that teachers had a positive outlook on the use of technology, yet provided limited access to technology for students. This was even true when students showed a high level of motivation to use technology within the classroom (p. 330).
Student motivation is a reason why technology integration is encouraged in schools....