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A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom
ARTICLE

Delta Pi Epsilon Journal Volume 50, Number 2, ISSN 0011-8052

Abstract

Teachers focus on teaching students technology skills, which include making the technology work, but many teachers are not comfortable with the skills of integration and active learning using technology. An important factor for effective integration of technology is the teachers' ability to integrate instructional technology activities to meet students' needs. The purpose of this study was to determine teacher perceptions of instructional technology integration in the classroom. The study was designed to explore how teachers were currently using and integrating technology for teaching and learning in the classroom. Teachers were compared in their integration of technology based on gender, age, number of years in the teaching field, grade level taught, content area, and education level. Findings suggest that teachers who use technology regularly are more likely to integrate technology in the classroom. Major conclusions were that significant differences existed for technology use and integration based on grade level while there were no differences based on gender, age, teaching experience, content area, and educational level. (Contains 9 tables.)

Citation

Gorder, L.M. (2008). A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom. Delta Pi Epsilon Journal, 50(2), 63-76. Retrieved April 22, 2019 from .

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Cited By

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  7. Overcoming Barriers by Using Multi-Media Technology to Improve Mathematics Instructions for Middle School Students

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  8. Teacher Technology Use during Induction Years: A Follow Up to Pre-Service Teacher Technology Use Research

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    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3373–3376

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