Educators’ perceptions of technology integration into the classroom: a descriptive case study

Abstract

Purpose The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

The authors' abstract, as published at the source. Journal of Research in Innovative Teaching & Learning, 2019 · DOI ↗