| The purpose of this qualitative case study was to understand the perspective of teachers and their quest in effectively integrate technology in the curriculum to increase student achievement after completing the approved technology competency course. During the last decade, schools have enormously invested in technology to enhance education. As the thrust of technology in schools have emerged within the schools, teachers are challenged with infusing technology into the classroom and curriculum to increase student achievement. As a result of this infusion of technology, teachers are asked to alter the way they deliver and teach students. Therefore, teachers in Georgia are required to enhance their technology skills and demonstrate their competency for certification to ensure teacher quality. One public school system in Georgia requires its teachers to participate in a state approved district wide technology course or pass a state approved test. Subsequently, teacher quality is the key to the end result of student achievement. Hence, as these changes and demands are placed on teachers it is possible that their perspectives on teaching might influence the way technology is delivered. Many teachers embrace the idea of bridging 21st century technologies into their classroom and others are not so welcoming to the thought. Therefore, since students are intrigue and now have more access to computers than ever before, are teachers using this opportunity to increase student achievement using these tools as leaders had hoped? This research will examine the perceptions of teachers on technology integration, including the extent and value of the skills learned and transferability to the classroom and constraints. |
