To understand better the process by which P-12 teachers come to integrate technology into their instructional practices, the researcher undertook a yearlong investigation into technology use at two different school sites in northern Louisiana. Teachers’ stages of concern about technology, levels of technology use, perceptions about coursework impact on technology use and integration, and practices and perceptions about teaching and learning with technology were analyzed. Although all teachers perceived the coursework to be effective in facilitating their utilization and integration of technology, they perceived no single best way to integrate technology. Each teacher identified, designed and developed, and implemented his or her own meaningful application throughout the duration of the coursework accomplished his or her own effective technology integration. Researchers, administrators, change agents, and evaluators might consider these findings when facilitating and sustaining changes in instructional practices supported by technology.
"Teachers Integrating Technology: Case Studies,"
Essays in Education: Vol. 8
, Article 3.
Available at: https://openriver.winona.edu/eie/vol8/iss1/3