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This qualitative multiple case study explored high school math teachers’ perceptions and experiences with using technological tools in algebra instruction in North Carolina. The study addressed a gap in the literature showing that, despite increased availability of educational technology, many teachers remain underprepared to integrate these tools effectively. Previous research indicates that only 39% of teachers have integrated technology into their instructional practices. However, other studies suggest that many teachers demonstrate both a willingness and readiness to incorporate technology into their lessons.
Ten certified algebra teachers were recruited through professional social media groups and interviewed virtually. Thematic analysis revealed that teachers valued technology for increasing engagement and understanding but cited barriers such as time constraints, training gaps, and unequal student access.
Findings supported the constructivist framework, emphasizing active learning through meaningful tech use. The study recommends targeted professional development, administrative support, and equitable access to digital tools to enhance teaching and improve student outcomes.