Walker, C. L. (2021). Teacher perceptions of technology integration and the barriers impacting the early elementary classroom: A phenomenological study (Publication No. 28323093) [Doctoral dissertation, The Chicago School of Professional Psychology]. ProQuest Dissertations Publishing.

Abstract:

“The purpose of this qualitative phenomenological study was to investigate and gain an understanding about how early elementary teachers feel about technology and technology integration in their classroom settings when it comes to teaching and learning. The collection of qualitative data occurred from a total of ten K-3 teachers who teach at an elementary school for Jefferson Parish Public School System in Louisiana. The emergent themes of the study brought attention to the perceptions teachers have about technology and the barriers that impact the teaching and learning in their classrooms when attempting to integrate technology. The results of the interviews with the participants of the study suggest that early elementary teachers, while having interest in proficiently integrating technology, struggle to do so due to the barriers they face including issues with professional development, devices, time, lack of support, stress, etc. Further research can aid in understanding if early elementary teachers at other schools and in other cities and/or states view technology integration in the same ways, if they face the same barriers, and if so, how those barriers impact the teaching and learning in their classrooms. Additionally, further research can bring attention to the real world experiences with technology and barriers for teachers within their school settings and allow their voices to be heard in cases where this may not occur at the school or district levels.”