Linking the digital divide: Assessing teacher comfort levels to increase uses of technology in the classroom.

摘要

This study examined teacher technology skill levels and the impact that skill level has on technology integration in the classroom. There have been many studies that have focused exclusively on the importance of principals, teachers, and students attitudes toward technology. However, much less information is available regarding the effectiveness of teachers, students, and the school principal working together to improve and increase technology in the classroom. This qualitative study based on grounded theory described teacher, student, and the school principal perspectives on the importance of using technology in the classroom. The research question focused on ways to improve and increase technology integration in the classroom. The study used the Determining Educational Technology and Instructional Literacy Skillsets for the 21st Century Questionnaire to determine each teacher's technology integration level. The questionnaire ranked teachers as low, medium, or high technology integrators, which was used to determine the teacher and student focus groups. Open coding was used to analyze the focus group data as well as the information gained from the school principal interview. Triangulation of the data revealed that teachers, students, and the school principal understand the importance of technology integration. Students and teachers reported on the need for more technology equipment and technology knowledgeable teachers. The results of this study will assist the school district, administrators, and educators with refining technology integration. Consequently, improved teacher technology skill levels will likely strengthen technology integration within classrooms and contribute to an empowered 21st century workforce.