About this paper

Appears in:
Pages: 3545-3552
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1845

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

TEACHER PERCEPTION OF BARRIERS AND BENEFITS IN K-12 TECHNOLOGY USAGE

L. Carver1, C. Todd2

1Saint Leo University (UNITED STATES)
2Rio Salado College (UNITED STATES)
Since the advent of computers in the mid-1970s, educators have extensively discussed the potential they have for helping to improve student learning (Hew & Brush, 2007). The possibilities seemed endless, but originally the ratio of students to computers was too high to allow for frequent usage. The ratio of students to computers in 1983 was estimated at 168 to 1 (Anderson & Ronnkvist, 1999). Since that time there has been an influx of new computers and digital devices as schools attempt to meet the academic needs of the 21st century learner. The purpose of this study was to investigate the types of technology used in K-12 classrooms; the frequency of utilization by teachers and students; and K-12 teachers’ perceptions of the benefits and barriers to technology integration in the K-12 classroom.

Using a mixed methods survey design, the study explored K-12 teachers’ perceptions of the benefits and barriers of educational technology when used by teachers or students in K-12 instruction. The sample of convenience was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the United States. Data was collected using an anonymous, online survey. The students were invited to complete an anonymous survey regarding their perceptions of the benefits and barriers to their use or their students’ use of educational technology and the types of and frequency of technology used in the K-12 classroom.

The survey was comprised of quantitative and qualitative questions. First, nominal measurement scale demographic information was collected for each respondent to ascertain the grade and subject level of the teacher respondents. Demographic data provided the researchers with a rich description of the sample who participated in the research. Next, using an interval measurement Likert scale, the researchers surveyed the frequency and types of technology utilized in the classroom by both teachers and students. Factors assessing teachers’ and students’ utilization frequency and type of technology integrated in the classroom were analyzed using percentages and frequency counts. Finally, four open-ended qualitative questions assessed teachers’ perceptions to barriers and supports for integrating technology in the K-12 classroom. Factors impacting teachers’ and students’ technology use, and teachers’ perceived benefits and barriers were analyzed using axial and open coding methodologies to identify themes. All qualitative data was coded by each researcher for interrater reliability. All quantitative and qualitative data was corroborated and triangulated to ensure the validity of the results
@InProceedings{CARVER2016TEA,
author = {Carver, L. and Todd, C.},
title = {TEACHER PERCEPTION OF BARRIERS AND BENEFITS IN K-12 TECHNOLOGY USAGE},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1845},
url = {http://dx.doi.org/10.21125/inted.2016.1845},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {3545-3552}}
TY - CONF
AU - L. Carver AU - C. Todd
TI - TEACHER PERCEPTION OF BARRIERS AND BENEFITS IN K-12 TECHNOLOGY USAGE
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1845
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 3545
EP - 3552
ER -
L. Carver, C. Todd (2016) TEACHER PERCEPTION OF BARRIERS AND BENEFITS IN K-12 TECHNOLOGY USAGE, INTED2016 Proceedings, pp. 3545-3552.
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