| Despite the increased availability of high-quality educational technology tools, there has not been a significant impact in their use in elementary schools. Currently, the key barriers to technology use are well identified, but the best way to remedy them is still unclear. Helping educators to have a tool that pinpoints the most effective responses allows them to have a clear picture of how to assist teachers. This research determined what elementary school technology facilitators perceived as the most significant barriers for teachers in integrating technology, and if Rogers's perceived attributes of innovations was a useful tool in determining what type of assistance would overcome these barriers. Using the Delphi research methodology and a researcher-developed instrument, 5 experts in the field of educational technology identified relationships between these perceived attributes and the barriers to technology integration. All 5 of the perceived attributes were found to be important in the decision to adopt technology, with relative advantage being cited most frequently. A second Delphi study was conducted with 22 elementary technology facilitators who named the most relevant barriers they had observed that prevented technology integration into the curriculum. Using weighted means, the top 3 barriers were identified as lack of time, emphasis on standardized test preparation, and teachers' attitudes. By understanding the type of information and experiences that teachers need to feel confident in using technology, it is possible to decrease the influence of barriers and effect positive social change by increasing the impact of technology in classrooms. |
