Barriers to Technology Use in Large and Small School Districts

Autor/in	Francom, Gregory M.
Titel	Barriers to Technology Use in Large and Small School Districts
Quelle	In: Journal of Information Technology Education: Research, 15 (2016), S.577-591 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Barriers; Technology Uses in Education; School Districts; School District Size; Technology Integration; Comparative Analysis; Public Schools; Elementary Secondary Education; Rural Schools; Access to Computers; Statistical Analysis; Technology Planning; Training; Teacher Attitudes; Beliefs; Qualitative Research; Interviews; Surveys + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School district; Schulbezirk; School districts; Size; Schuleinzugsbereich; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Ausbildung; Lehrerverhalten; Belief; Glaube; Qualitative Forschung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01