Getting From Implementation to Integration: Factors that Influence the Integration of Technology into Instructio

The proliferation of technology in industrialized nations has changed most professions, yet education remains resistant to change. The purpose of this study is to identify personal and environmental factors that influence the integration of technology into classroom instruction. In this quantitative study, teachers (N = 222) from a suburban unit school district completed a survey providing information on factors such as age, years of teaching experience, instructional level, pedagogical beliefs, personal technology use, and technology self-efficacy. These factors were compared to the respondents' Technology Integration Standards Configuration Matrix (TISCM) score (Mills, 2000).;The results of this study indicated that there was a statistically significant relation between instructional level and technology integration. High school teachers had the highest integration scores, followed by middle school teachers, and then elementary teachers. There was also a statistically significant relation between a respondent's reported level of technology self-efficacy and their level of technology integration. Those who reported higher levels of technology self-efficacy had higher integration scores on the TISCM. The greatest predictive model of technology integration was a combination of age, instructional level, and technology self-efficacy.;This study suggests that technology integration is a complex construct and depends on the interaction of a variety of personal and environmental factors. This study suggests that technology self-efficacy is the most significant factor in the integration of technology into instruction. Professional development designed to increase technology integration should be grounded in research shown to increase self-efficacy in adults.