Teacher-Perceived Barriers to Integrating Instructional Technology in a Bermuda Senior High School

Autor/in	Henry-Young, Marcia
Titel	Teacher-Perceived Barriers to Integrating Instructional Technology in a Bermuda Senior High School
Quelle	(2013), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-9116-1
Schlagwörter	Hochschulschrift; Dissertation; Barriers; Technology Integration; Teacher Attitudes; Teacher Education; Computer Software; Qualitative Research; Phenomenology; Information Technology; Teaching Methods; Interviews; Secondary School Teachers; Technical Support; Educational Finance; Equipment; High Schools; Foreign Countries; Bermuda + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Bildungsfonds; High school; Oberschule; Ausland
Abstract	The purpose of this qualitative phenomenological study was to identify, classify, and interpret, through the lived experiences of teachers, the subjective barriers to the use of new communications technology in the classroom. Three questions guided this study: (a) What in the teacher's experience prevented him or her in the adoption and active use of technology in their teaching? (b) How do teachers explain their resistance to the use of new technology in instruction? (c) How do teachers explain their willingness to use new technology in instruction? Nineteen senior high school teachers participated in the study and interview questions were used to explore their lived experiences in integrating technology in their classrooms. NVivo 10 was used for data analysis. Five themes emerged from the findings: lack of teacher training, equipment issues (hardware and software), lack of technical support, lack of funding, and teacher attitudes. The results indicated the need for teacher training, equipment implementation, technical support, and funding. Recommendations for leaders, teachers, and further studies were incorporated in the study. [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 (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01