Technology Integration Support Levels for In-Service Teachers

Abstract

In-service teachers across the globe are expected to integrate technology in their respective instructional content area.  The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning building-level support for technology integration.  Participants in the study were asked to participate in semi-structured interviews to discuss how they were taught to use, transfer and integrate technology into instructional content areas for digital learners of the 21st Century.  The findings of the study revealed that in-service teachers have had varying experiences in building-level support for technology integration. In-service teachers cited concerns with the building-support levels in terms of seamless technology integration in the classrooms that related to adequate web-based interconnectivity to make use of available educator tools for their discipline, proper acclimation of equipment tools adopted by the school district, and lack of computer resources to implement seamless technological innovations in the classrooms. Cooperative building-level technology driven provisions require a leader who actively supports the plight of the teachers.

Keywords: building-level support, in-service teachers, qualitative study, technology integration