| Teachers in the United States are utilizing technology in their classrooms on a daily basis. However, some schools struggle to implement effective technology usage opportunities for staff. In a 21st century world that is laden with technology, teachers should instruct students using updated technology. In two rural Virginia high schools in eastern U.S., there is a problem for secondary teachers to integrate technology effectively into curriculum and teaching. The purpose of this study was to evaluate support factors in a local school division necessary for teachers to effectively integrate technology into the classroom. The theoretical base for this study was Huitt's constructivist approach, which examines how knowledge and skill is built. In this study research questions asked teachers to identify how and why they integrate technology along with what training, planning, and support they experience? Ninety-one secondary teachers at two high schools volunteered to complete an online survey with open and closed-ended questions. The research design was a descriptive study with a single-stage, non-probability sampling. Quantitative data were assessed through descriptive statistics and spearman correlations. The quantitative survey results suggested that these teachers have adequate access to technology hardware, software, and tools. Qualitative data were assessed by establishing codes that identified central categories of information. Qualitative survey results suggested that secondary teachers thought that there is a lack of training, collaboration, networking, and planning opportunities for the teachers. The results of this study will provide for positive social change by suggesting methods of effective incorporation of up-to-date technology into curriculum. Effective technology integration should then prepare staff and students for a 21st century world of work and education. |
