Date of Conferral

5-30-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy Adcock

Abstract

The problem this study addressed is that K-12 teachers inconsistently implement technology into classroom instructional practices. The use of technology influences every aspect of our daily life. In fact, schools now have a responsibility to integrate technology into teaching and learning. This qualitative study aimed to investigate how K-12 teachers’ perceptions of technology integration and barriers influence the integration of technology into their classroom practice. The technology acceptance model and the barrier to technology integration were the frameworks for this study. The research questions explored teachers’ perceptions and barriers that influence the integration of technology into classroom instructional practices. The purposeful sample was comprised of 10 K-12 teachers. The data analysis was based on the participant’s responses and the development of categories and themes. Thematic data analysis followed an open coding process that identified categories and two emergent themes: (a) hindrance to technology integration practices and (b) factors that support technology integration. The first theme had three categories: (a) external barriers to technology integration, (b) internal barriers to technology integration, and (c) training through professional development. The second theme had four categories: (a) positive outcomes to technology integration, (b) perceptions, (c) resources, and (d) student motivation or engagement. The findings suggest that despite its obstacles, teachers have positive thoughts about the use of technology in classroom instructional practices. When teachers, leaders, lawmakers, and other stakeholders build platforms for sharing and addressing strategies for increasing the effectiveness of technology integration practices in education, positive social change may result.

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