Teacher perceptions of moving toward technology innovation: Does an Enhancing Education Through Technology grant lead to innovation and change?

摘要

The purpose of this study was to explore the beliefs and perceptions of teachers participating in a project funded by an EETT grant for technology integration, concentrating on factors that reveal how the implementation of the 21st century hardware and staff development might have changed the atmosphere of their classrooms and teaching practices. The project was implemented by three southern Alabama public school systems that formed a consortium. The goal of the project was to develop a cadre of school-based teaching and learning school technology coordinators acting as technology mentors to help teachers integrate technology into teaching and learning for improving student achievement. This research study followed a qualitative research design; a multi-site case study that included technology coordinators who initiated the EETT grant project proposal and teachers who agreed to participate in the implementation of the project. The theory behind this study revolved around diffusion of innovations, educational change, and the adoption of technology.;In response to the overarching question that guided this study "Does an Enhancing Education through Technology Grant lead to innovation and change?" results showed that the consortium developed between the three systems has led to innovation and change in the selected classrooms. This study identified the levels of use of the participants involved in the 21st century project. Using Rogers' Diffusion of Innovations Model (2003), 33% of the technology coordinators and teachers were in the Early Adopter category, and 66% in the Early Majority category. The CBAM model (Hall & Hord, 1987) revealed that 3 participants were in the Routine level, 2 participants were in the Refinement level, 3 participants were in the Integration level, and 1 participant was in the Renewal level. The participants involved in the present project expressed an initial desire and willingness to accept change. Results from this study have the potential to guide future 21st century technology implementation into the K-12 classrooms.