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Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula

Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula

Laura Karl, Judith Orth, Kathleen Hargiss, Caroline Howard
Copyright: © 2015 |Volume: 6 |Issue: 4 |Pages: 19
ISSN: 1947-3095|EISSN: 1947-3109|EISBN13: 9781466678828|DOI: 10.4018/IJSITA.2015100101
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MLA

Karl, Laura, et al. "Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula." IJSITA vol.6, no.4 2015: pp.1-19. http://doi.org/10.4018/IJSITA.2015100101

APA

Karl, L., Orth, J., Hargiss, K., & Howard, C. (2015). Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula. International Journal of Strategic Information Technology and Applications (IJSITA), 6(4), 1-19. http://doi.org/10.4018/IJSITA.2015100101

Chicago

Karl, Laura, et al. "Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula," International Journal of Strategic Information Technology and Applications (IJSITA) 6, no.4: 1-19. http://doi.org/10.4018/IJSITA.2015100101

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Abstract

Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. Using the constant comparative method, the results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Recommendations for teacher professional development are included in this study.

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