Barriers to Integrating Technology in a Graduate Teacher Preparation Classroom

This qualitative case study examined the barriers that graduate students perceive in the integration of technology in their classrooms and the training they require to integrate technology in their classrooms. The study addresses the problem that the graduate teacher preparation program at a college located in the Northeast US does not require pedagogical technology integration in the classroom. The conceptual framework for this research focused on constructivist principles that encourage learning that is simultaneously authentic, active, and social, and uses technology as the instructional tool. To validate and substantiate the reliability of this study, a comprehensive analysis of teachers' perceptions of the problem included in-depth interviews, follow-up interviews, and the review of lesson plans and course syllabi. Data analysis occurred concurrently with the data collection; the analysis strategies included a systematic review of all findings to synthesize categorical similarities and differences within and across each case. Subsequently an aggregation of the major themes was interpreted and represented in a descriptive narrative. The findings indicated a complementary relationship between teaching philosophies and the teachers' positive perspectives of technology integration in the classroom, as well as a connection between professional development limitations and teachers' competency levels applied to technology integration. The recommendation for action is to share the study results with the administration and collegiate faculty at the college. Implications for positive social change include increased competency in the integration of technology that can provide students with a more diverse learning experience and potentially enhance achievement.