Date of Conferral



Doctor of Education (Ed.D.)




Karyn Hawkins-Scott


A problem exists in southeastern United States where technology integration is limited in classrooms. Although researchers have found benefits for integrating technology, it was unknown why teachers were not integrating technology into instruction. The purpose of this generic qualitative study was to explore the perceptions of teachers of kindergarten through second-grade students about the barriers for integrating technology into instruction and the support needed to effectively integrate technology. There have been studies about the barriers to technology integration experienced by teachers; however, it was uncertain what these barriers were for kindergarten through second-grade teachers. Bandura’s self-efficacy theory was the conceptual framework for this study. Interviews were used to collect data from 10 participants who taught in a kindergarten through second-grade classroom with access to technology they could integrate into instruction. Interview transcripts were analyzed using inductive thematic analysis with constant comparison. Findings showed several barriers to integrating technology perceived by teachers. The most reoccurring barrier theme was student related barriers. The results also revealed multiple types of support needed to effectively integrate technology. The technology related training/professional development and technology support personnel themes appeared most often in the findings. Potential implications for a positive social change include reducing the barriers to integrating technology for kindergarten through second-grade teachers, which could strengthen technology integration in their instruction as they support students with gaining skills needed in their future careers.