An assessment of teacher concerns about classroom technology integration in Southeast Oklahoma.

Abstract

Three hundred sixty-two teachers volunteered to complete the survey instrument. Based on the findings of this study, the following conclusions were made: (a) Teachers were at the Stage 5, collaboration; (b) teachers had access to technology, but did not use it extensively; (c) Insufficient time to integrate technology hampered teachers efforts to use technology in the classroom; and (d) school size was significant in teachers' use of educational software, and in beliefs about technology skill development.

Conclusions derived from the findings suggest that staff development activities need to provide teachers with knowledge of the innovation. Leaders' responsible for professional development also need to design, develop and implement plans and activities that address teachers' concerns for collaboration and to provide teachers adequate time for implementing technology into the classroom.

This study measures the concerns of Southeast Oklahoma schoolteachers in the implementation of technology into the classroom. Using the Stages of Concern Questionnaire, teacher concerns were measured to assess the level of implementation reached. Factors of teacher instructional practices and beliefs about educational technology were also studied. The data were then analyzed to determine relationships between variables and to determine differences between concerns, practices, and beliefs of teachers and characteristics of years teaching, years using technology, and school size.