TEACHER PERCEPTIONS OF TECHNOLOGY INTEGRATION IN A RURAL COMMUNITY By: Liza LaRue

Introduction Second grade teacher Rural school district Experience includes grades pre-k, kinder, and 2-4 EC-6 Generalist, Administration, and ESL certifications

Problem “To become full literate in today’s world, students must become proficient in the new literacies of 21st century technologies. As a result, literacy educators have a responsibility to effectively integrate these new technologies into the curriculum, preparing students for the literacy future they deserve.” (International Reading Association, 2009)

M2 Survey (2009) Longitudinal study from 1999 to 2009 2002 participants Grades 3 through 12

Department of Education (2008)

Department of Education (2008)

Digital Immigrant vs. Digital Native Prensky (2001)

Theoretical Framework Technology has been a slow revolution. Schools are controlled by citizens and local communities Historical, social, organizational, and political context of teaching

Perceived obstacles to integrating technology Purpose Determine teachers perceptions about the role and benefits of using technology in the classroom Perceived obstacles to integrating technology Teacher characteristics and beliefs associated with more or less integration of technology The impact professional development makes on teachers perceptions of technology use in the classroom

Significance Fill in a gap in the literature Add to existing body of research Seeks to illustrate how teachers’ perceptions about technology's role and benefits in the classroom, their beliefs and characteristics, and perceived obstacles can impact how much technology in integrated in the classroom

Questions 1. What are elementary teachers’ perceptions about the role and benefit of using technology in classroom instruction? 2. What do elementary teachers perceive to be the obstacles to integrating technology into classroom instruction? 3. What characteristics or beliefs are associated with more or less integration of technology? a. What factors predict teachers’ reported integration of technology? 4. Is there a statistically significant difference in educators’ perceptions of those who have had professional development and those who have not?

Hypothesis There will be no significant differences (p < .05) in characteristics or beliefs that are associated with more or less integration of technology. There will be no significant differences (p > .05) in elementary teachers’ perception of the obstacles when integrating technology into classroom instruction. There will be no significant differences (p < .05) in elementary teachers’ perceptions about the role and benefit of using technology in classroom instruction

Literature Review Technology Use and Importance - National Educational Plan of Technology (2010) - Foranzi and Leu (2016) Professional Development - Mouza (2006) - Hutchison (2011) Teacher Beliefs and Systems - Ertmer (2005) - Ertmer, Ottenbriet-Leftwich, Sadik, & Sendurur (2012) - De Matteo & Brown (2014)

Definition of Terms Digital Immigrant A person who is not born before the age of technology but has learned how to use technology and has adopted technology in many forms. (Prensky, 2001) Digital Native People who have grown up with digital technology (computers, Internet, mobile phones, and MP3 players to mention a few) and use it to complete daily tasks. (Prensky, 2001) Integration Defined as ‘the act or process or an instance of integrating’ (Merriam-Webster’s Online Dictionary, 2016). The integration of technology is defined differently in the literature. Some definitions refer to the use of technology to replicate existing instruction, like using a projector to share information from a website or modeling how to find information on the internet.

Assumptions The researcher assumes teachers have access to technology for classroom instruction. The researcher assumes teachers can identify the different technology tools and applications used for classroom instruction. The researcher assumes teachers have a basic understanding of the definition of technology integration. The researcher assumes the tool adequately measures teacher perceptions. The researcher assumes participants will be honest and thorough when answering test items.

Limitations The self-administered survey depends on the honesty and thoroughness of the participants. The number of years teachers have had access or experience with technology will be varied among the participants. The amount and type of professional development teachers have participated in regarding technology integration. The participants in the study are educators that teach in a rural community. The study is limited to the number of participants who volunteer.

Delimitations Seven elementary campuses in a rural school district in North Texas. The data will not include secondary teachers but will focus on elementary teachers perceptions. Survey will be given to only K-6 classroom teachers.

Convergent Parallel Mixed Methods Design Convergent Parallel Mixed Methods Allow the researcher to analyze the quantitative and qualitative data into multiple parts to gain insight and knowledge (Creswell, 2014) Approach to collect and analyze data provide the researcher with a broader picture of the topic being studied Quantitative and qualitative data will be collected at the same time, but analyzed separately.

Participants

Participants Seven elementary schools Content Areas Teachers Estimated 220 teachers Randomly selected

Setting Seven elementary schools in a rural community in North Texas All teachers have a desktop and laptop Elementary schools from grades 4-6 have one-to-one laptops Devices are allowed to be taken home Grade K-3 are provided with an estimated 5 laptops per class, but remain on campus All elementary schools have computer labs. Computer labs will be used to administer survey.

IRB protocol and completion of necessary documents for approval IRB protocol will be submitted electronically through the OSRP Compliance Researcher will meet with school district’s instructional superintendent for approval Surveys will be conducted on each of the seven campuses Researcher will contact school administrators to set up time and date for survey administration. Survey will be administered to teachers in computer labs. Data will then be analyzed by the researcher. Procedures

Researcher will set up survey in computer lab located on campus. Collection of Data Only elementary classroom teachers will complete survey at 7 elementary schools Researcher will email notification with detailed information 2 weeks, one week, day before, and day survey will be administered on campus. Researcher will set up survey in computer lab located on campus. Teachers will be allowed to take survey during allotted time. Survey takes 10-15 minutes to complete.

- 69 Items on a Likert scale Instrument - 69 Items on a Likert scale - 11 multiple choice - Eight open-ended items Validity - Hutchinson and Reinking (2011) piloted the survey. - Item analyses conducted on the items hypothesized - Cronbach’s a values ranged from .82 to .96 Exploratory factor analysis was conducted to determine internal reliability. - Factors determined through the exploratory factor analysis were used to develop a hypothesized path model.

Data Analysis and Storing Names will be kept confidential and not appear on data sheets. Participants will be assigned a number. Informed consent corms will be kept separate from data sheets. All data will be stored at a secure offsite location at researcher’s office. A copy of data sheets and informed consents will be given to researcher’s adviser for storage. All data and consent form will be stored for 3 years.