Educators’ perceptions of technology integration into the classroom: a descriptive case study
Purpose – The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach – The descriptive case study design was employed us...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2019-12-01
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| Series: | Journal of Research in Innovative Teaching & Learning |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/JRIT-03-2019-0044/full/pdf?title=educators-perceptions-of-technology-integration-into-the-classroom-a-descriptive-case-study |
| _version_ | 1828143224061952000 |
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| author | Rita J. Hartman Mary B. Townsend Marlo Jackson |
| author_facet | Rita J. Hartman Mary B. Townsend Marlo Jackson |
| author_sort | Rita J. Hartman |
| collection | DOAJ |
| description | Purpose – The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach – The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings – Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications – Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications – A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications – To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value – This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change. |
| first_indexed | 2024-04-11T19:53:35Z |
| format | Article |
| id | doaj.art-4c4415abfe0c475eafcee6643154ed23 |
| institution | Directory Open Access Journal |
| issn | 2397-7604 |
| language | English |
| last_indexed | 2024-04-11T19:53:35Z |
| publishDate | 2019-12-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Journal of Research in Innovative Teaching & Learning |
| spelling | doaj.art-4c4415abfe0c475eafcee6643154ed232022-12-22T04:06:14ZengEmerald PublishingJournal of Research in Innovative Teaching & Learning2397-76042019-12-0112323624910.1108/JRIT-03-2019-0044628841Educators’ perceptions of technology integration into the classroom: a descriptive case studyRita J. Hartman0Mary B. Townsend1Marlo Jackson2School of Advanced Studies, University of Phoenix, Phoenix, Arizona, USASchool of Advanced Studies, University of Phoenix, Phoenix, Arizona, USASchool of Advanced Studies, University of Phoenix, Phoenix, Arizona, USAPurpose – The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach – The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings – Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications – Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications – A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications – To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value – This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.https://www.emerald.com/insight/content/doi/10.1108/JRIT-03-2019-0044/full/pdf?title=educators-perceptions-of-technology-integration-into-the-classroom-a-descriptive-case-studyeducational technologyhumanistic approachintegrating technology |
| spellingShingle | Rita J. Hartman Mary B. Townsend Marlo Jackson Educators’ perceptions of technology integration into the classroom: a descriptive case study Journal of Research in Innovative Teaching & Learning educational technology humanistic approach integrating technology |
| title | Educators’ perceptions of technology integration into the classroom: a descriptive case study |
| title_full | Educators’ perceptions of technology integration into the classroom: a descriptive case study |
| title_fullStr | Educators’ perceptions of technology integration into the classroom: a descriptive case study |
| title_full_unstemmed | Educators’ perceptions of technology integration into the classroom: a descriptive case study |
| title_short | Educators’ perceptions of technology integration into the classroom: a descriptive case study |
| title_sort | educators perceptions of technology integration into the classroom a descriptive case study |
| topic | educational technology humanistic approach integrating technology |
| url | https://www.emerald.com/insight/content/doi/10.1108/JRIT-03-2019-0044/full/pdf?title=educators-perceptions-of-technology-integration-into-the-classroom-a-descriptive-case-study |
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