1. TEACHER PERCEPTIONS OF TECHNOLOGY INTEGRATION IN A RURAL COMMUNITY
By: Liza LaRue

2. Introduction Second grade teacher Rural school district
Experience includes grades pre-k, kinder, and 2-4
EC-6 Generalist, Administration, and ESL certifications

3. Problem
“To become full literate in today’s world, students must become proficient in the new literacies of 21st century technologies. As a result, literacy educators have a responsibility to effectively integrate these new technologies into the curriculum, preparing students for the literacy future they deserve.” (International Reading Association, 2009)

4. M2 Survey (2009) Longitudinal study from 1999 to 2009
2002 participants
Grades 3 through 12

5. Department of Education (2008)

6. Department of Education (2008)

7. Digital Immigrant vs. Digital Native
Prensky (2001)

8. Theoretical Framework
Technology has been a slow revolution.
Schools are controlled by citizens and local communities
Historical, social, organizational, and political context of teaching

9. Perceived obstacles to integrating technology
Purpose
Determine teachers perceptions about the role and benefits of using technology in the classroom
Perceived obstacles to integrating technology
Teacher characteristics and beliefs associated with more or less integration of technology
The impact professional development makes on teachers perceptions of technology use in the classroom

10. Significance Fill in a gap in the literature
Add to existing body of research
Seeks to illustrate how teachers’ perceptions about technology's role and benefits in the classroom, their beliefs and characteristics, and perceived obstacles can impact how much technology in integrated in the classroom

11. Questions
1. What are elementary teachers’ perceptions about the role and benefit of using technology in classroom instruction?
2. What do elementary teachers perceive to be the obstacles to integrating technology into classroom instruction?
3. What characteristics or beliefs are associated with more or less integration of technology?
a. What factors predict teachers’ reported integration of technology?
4. Is there a statistically significant difference in educators’ perceptions of those who have had professional development and those who have not?

12. Hypothesis
There will be no significant differences (p < .05) in characteristics or beliefs that are associated with more or less integration of technology.
There will be no significant differences (p > .05) in elementary teachers’ perception of the obstacles when integrating technology into classroom instruction.
There will be no significant differences (p < .05) in elementary teachers’ perceptions about the role and benefit of using technology in classroom instruction

13. Literature Review Technology Use and Importance
- National Educational Plan of Technology (2010)
- Foranzi and Leu (2016)
Professional Development
- Mouza (2006)
- Hutchison (2011)
Teacher Beliefs and Systems
- Ertmer (2005)
- Ertmer, Ottenbriet-Leftwich, Sadik, & Sendurur (2012)
- De Matteo & Brown (2014)

14. Definition of Terms
Digital Immigrant
A person who is not born before the age of technology but has learned how to use technology and has adopted technology in many forms. (Prensky, 2001)
Digital Native
People who have grown up with digital technology (computers, Internet, mobile phones, and MP3 players to mention a few) and use it to complete daily tasks. (Prensky, 2001)
Integration
Defined as ‘the act or process or an instance of integrating’ (Merriam-Webster’s Online Dictionary, 2016). The integration of technology is defined differently in the literature. Some definitions refer to the use of technology to replicate existing instruction, like using a projector to share information from a website or modeling how to find information on the internet.

15. Assumptions
The researcher assumes teachers have access to technology for classroom instruction.
The researcher assumes teachers can identify the different technology tools and applications used for classroom instruction.
The researcher assumes teachers have a basic understanding of the definition of technology integration.
The researcher assumes the tool adequately measures teacher perceptions.
The researcher assumes participants will be honest and thorough when answering test items.

16. Limitations
The self-administered survey depends on the honesty and thoroughness of the participants.
The number of years teachers have had access or experience with technology will be varied among the participants.
The amount and type of professional development teachers have participated in regarding technology integration.
The participants in the study are educators that teach in a rural community.
The study is limited to the number of participants who volunteer.

17. Delimitations
Seven elementary campuses in a rural school district in North Texas.
The data will not include secondary teachers but will focus on elementary teachers perceptions.
Survey will be given to only K-6 classroom teachers.

18. Convergent Parallel Mixed Methods
Design
Convergent Parallel Mixed Methods
Allow the researcher to analyze the quantitative and qualitative data into multiple parts to gain insight and knowledge (Creswell, 2014)
Approach to collect and analyze data provide the researcher with a broader picture of the topic being studied
Quantitative and qualitative data will be collected at the same time, but analyzed separately.

19. Participants

20. Participants Seven elementary schools Content Areas Teachers
Estimated 220 teachers
Randomly selected

21. Setting Seven elementary schools in a rural community in North Texas
All teachers have a desktop and laptop
Elementary schools from grades 4-6 have one-to-one laptops
Devices are allowed to be taken home
Grade K-3 are provided with an estimated 5 laptops per class, but remain on campus
All elementary schools have computer labs. Computer labs will be used to administer survey.

22. IRB protocol and completion of necessary documents for approval
IRB protocol will be submitted electronically through the OSRP Compliance
Researcher will meet with school district’s instructional superintendent for approval
Surveys will be conducted on each of the seven campuses
Researcher will contact school administrators to set up time and date for survey administration.
Survey will be administered to teachers in computer labs.
Data will then be analyzed by the researcher.
Procedures

23. Researcher will set up survey in computer lab located on campus.
Collection of Data
Only elementary classroom teachers will complete survey at 7 elementary schools
Researcher will notification with detailed information 2 weeks, one week, day before, and day survey will be administered on campus.
Researcher will set up survey in computer lab located on campus.
Teachers will be allowed to take survey during allotted time. Survey takes minutes to complete.

24. - 69 Items on a Likert scale
Instrument
- 69 Items on a Likert scale
- 11 multiple choice
- Eight open-ended items
Validity
- Hutchinson and Reinking (2011) piloted the survey.
- Item analyses conducted on the items hypothesized
- Cronbach’s a values ranged from .82 to .96
Exploratory factor analysis
was conducted to determine
internal reliability. -
Factors determined
through the exploratory
factor analysis were
used to develop a
hypothesized path model.

25. Data Analysis and Storing
Names will be kept confidential and not appear on data sheets. Participants will be assigned a number.
Informed consent corms will be kept separate from data sheets.
All data will be stored at a secure offsite location at researcher’s office.
A copy of data sheets and informed consents will be given to researcher’s adviser for storage.
All data and consent form will be stored for 3 years.