A mixed methods study of technology integration in rural primary and secondary high schools in Jamaica

The purpose of this concurrent nested mixed methods study was to explore and describe the status of technology integration in primary and secondary high schools in a rural parish in Jamaica to determine whether and how technological innovations were being used in instruction and learning. Diffusion theory is recommended as a framework to guide technology integration in Jamaican schools. An online survey, the Level of Technology Implementation Questionnaire (LOTi), was used to collect data from 231 participants in five primary and five secondary high schools to measure the level of technology implementation. Additionally, a researcher-designed interview protocol collected information from focus groups to assess participants' perception of technology integration in the schools. The survey data were analyzed with the LOTi Framework software. The qualitative data were analyzed using an open coding approach to set forth categories that revealed emerging themes. The recurrence of the themes in the data were counted to create numeric data and further analyzed with descriptive statistics. The results showed that technology was being integrated in instruction and learning at low levels in the schools and computer use in instruction and learning focused on the content areas that required project-based learning and instructional software. Barriers like inadequate professional development and access to computers in the classroom must be resolved to ensure technology infusion in the curriculum. The study will serve as a vehicle for social change in the Jamaican education system as it identifies the issues to be addressed, so teachers can effectively integrate technology to enhance instruction and learning.