Perceptions of elementary and middle school teachers toward technology integratio

An extensive review of the literature included the topics of an historical overview of the integration of technology, development and use, categories of instructional technology, phases, exemplary computer-using teachers, challenges and benefits to technology integration, learning theories supportive of technology integration, and a look at successful technology projects.;In this qualitative study of in-depth interviews with 10 elementary and 6 middle school teachers, many reasons were cited for the differences in computer utilization between the elementary and middle school teachers: the structure of the day, access to more technology laboratories, the perception of inadequate time to integrate technology, courses embedded in the curriculum, teachers with prior technology experience, and the elementary teachers' obligation to teach reading first.;Teachers' attitudes and confidence levels appeared to have influenced the integration of technology in classrooms, with the more technologically experienced teachers exhibiting positive attitudes toward technology integration. Two critical barriers to technology integration remain, lack of time and lack of training.;This study provides evidence that technology is integrated more authentically in classrooms where the traditional approach to teaching has been modified. Teachers are gatekeepers of what transpires in classrooms and thus influence the integration of technology (Brown, M., 2000). Consequently, teachers need to receive additional time to plan for technology integration into the curriculum, collaborate with one another, and to practice newly acquired technology skills.