A Study of the Barriers K-12 Teachers Encounter when Integrating Technology into the Curriculum

Abstract

This study utilized an outlined plan for a qualitative case study to explore the perceived barriers that teachers in K-12 grades encounter when integrating technology into the curriculum. A purposive sample of 20 teachers from both elementary and high schools provided information during structured interviews about their experiences with integrating technology in their daily classroom instruction. The findings captured the insights and lived experiences of the teachers, which were essential in determining exactly what teachers are lacking or obstructing them from using technology. The results of the study supported the need for more training, hardware and software, technical support and better time management when using technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]