Braxton, P. H., III. (2016). Elementary teachers’ use of technology for student instruction: Barriers and strategies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10249970).

Abstract:

“The purpose of this research was to explore what is delaying the full adoption of technology as an instructional tool in education. Phase I of this mixed-methods study employed the use of a survey with upper elementary school teachers in a large urban school district in South Florida to establish an understanding of strategies elementary school teachers apply in overcoming intrinsic and extrinsic barriers while exploring their beliefs, attitudes and concerns about adopting technology for instructional purposes. Using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006), this study explored the types of barriers most obstructive in teachers’ efforts to implement technology and identified strategies applied by teachers effectively using technology. Survey participants self-identified as high or low users of technology and analyses revealed a significant difference in their attitudes, values and beliefs and their use of strategies in overcoming barriers in technology use. No significant difference was found in the extrinsic barriers to technology use which must be addressed. Phase II of the study included three focus groups from the same sample group, exploring the phenomena of adopting technology. The themes emerged focused on the need for professional development, the need for increased technical and administrative support and the need for more updated equipment (software and hardware). This research effectively captured the concerns and opinions of both high and low technology users and provided insight into how educational institutions might better prepare educators to more efficiently align instruction with the use of technology.”