Teacher’s Perceptions of Technology Use in the Schools

Marie-Anne Mundy, Lori Kupczynski and Rick Kee

SAGE Open, 2012, vol. 2, issue 1, 2158244012440813

Abstract: Although many schools are equipped with the latest instructional technologies, multiple studies have indicated that more than half of the teachers equipped with computers only use them for administrative functions, and only half of their students report using technology more than once a week. Many faculty members lack the technological proficiency needed to take advantage of these new technologies, making them unable to bring these technologies into the classroom and leading to many standing unused in the classroom. This study analyzes teachers’ perceptions of technology use in the classroom by surveying those who participated in the TeachUp! technology empowerment program created and developed by Digital Opportunity Trust USA, Inc. (DOT USA). The results show that teachers who were part of DOT USA’s TeachUp! program perceived a significant increase in the areas of student engagement, student excitement, student acceleration of learning, and student proficiency with computer technology. The analysis has indicated that faculty members need not only to learn how to use technology at a basic level but also to learn how to integrate that technology into their curricula. In addition, newer teachers from digital native generations must be taught how their acquired skills can be used to integrate technology into the classroom curriculum to provide complex cognitive engagement for their students. It is essential that the role of the teacher as a professional in the classroom not be discounted when evaluating classroom curriculum development and strategy, including those that would integrate various technologies.

Keywords: digital natives; instructional technologies; curriculum; technological proficiency; professional development (search for similar items in EconPapers)
Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:2:y:2012:i:1:p:2158244012440813

DOI: 10.1177/2158244012440813

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