Factors Affecting Technology Integration in the Classroom

Autor/inn/en	Harrell, Shonta; Bynum, Yvette
Titel	Factors Affecting Technology Integration in the Classroom
Quelle	In: Alabama Journal of Educational Leadership, 5 (2018), S.12-18 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Technology Integration; Program Implementation; Barriers; Faculty Development; Self Efficacy; Teacher Attitudes; Technological Literacy; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Technisches Wissen
Abstract	Technology is an integral part of our everyday lives. In fact, students in our public schools are considered digital natives and have become accustomed to always being connected to their devices and the Internet. In 2013, 71 percent of the US population age 3 and older used the Internet (Snyder, de Brey, & Dillow, 2016). Given the importance technology plays in our lives, schools now have a responsibility to integrate it into teaching and learning and prepare students for 21st Century skills and careers (Cakir, 2012; Luterberbach & Brown, 2011). Although classrooms may have access to many technology devices, there are several external and internal factors that affect the proper implementation of technology in classrooms. In preparing students to be college and career ready, technology integration is imperative. This paper will discuss factors such as poor infrastructure, inadequate technology, lack of sufficient technological tools, effective professional development (external factors), low teacher self-efficacy and teacher perceptions (internal factors) that affect technology integration in PK-12 schools. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01