The Experiences of Elementary Teachers Regarding Technology Integration in the Classroom

Barbara Jones, Walden University

Abstract

At a public elementary school, teachers have been integrating educational technologies in the classroom. The experiences of elementary school teachers regarding technology integration in the classroom have not been examined using a case study. The purpose of this project study was to examine the experiences of elementary school teachers regarding educational technologies used in the classroom. The conceptual framework was Bruner's theory of instruction, which describes that instruction should increase students' ability to understand, transform, and transfer what they are learning. The research questions were about the experiences of teachers regarding the integration of technology in the elementary school classroom. Using a purposive sample, qualitative data were collected through semistructured interviews of 10 regular classroom teachers. Data were analyzed using axial coding and thematic analysis to identify themes. The findings revealed: (a) technology integration in the classrooms has the potential to improve education for elementary school students to apply new knowledge, (b) technology integration in the classrooms helps elementary school students to improve their literacy skills, (c) technology integration in the classrooms is challenging, and (d) teachers need professional development on technology integration in the classrooms. The findings supported the development of 3-day professional development to help teachers with the integration of technology into the classroom. Positive social change may occur by helping school stakeholders to improve the academic abilities of elementary students to graduate from school.