Teachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success

Abstract

Teachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success were examined in this study. One hundred and ninety-two southwestern elementary school teachers volunteered to be a part of the study. Quantitative and Qualitative research methods were conducted. Relationships between teachers' attitude toward computers and computer usage were considered. Regression analysis was employed to examine the results of the two part survey. Telephone interviews were conducted to augment the study. While most of the findings were not statistically significant, they provided insight into how teachers used computers at elementary schools. The results suggest that effective instructional computer use at the elementary school level should implement effective teaching practices. Data were drawn from elementary school teachers completing surveys and interviews. Data includes information on computer usage in the classroom, access to computers in school, and the kinds of instructional uses of computers in the schools. The results of this study find evidence that teachers were using computers regularly, and the ways in which they are used. There were differences in the frequency of computer use in elementary classrooms. The major barriers to curriculum integration by elementary teachers were time and lack of upgraded computers in classrooms. The findings also indicate that computers are not a panacea for problems facing the schools. When used adequately computers may serve to enhance the educational environment and improve student success. Findings from this study offer practical implication for school districts and teacher education college programs working toward supporting and promoting change in teaching roles and practice that use new technologies.