Teachers, teamwork, and technology: an introspective look at leadership and change

Teacher convictions and doubts about the process of integrating technology into instruction have a major influence on the degree to which the teacher applies technology in the classroom. Teacher paradigms, in addition to federal, state, and local policies, can create barriers that inhibit the incorporation of technology-based initiatives. The purpose of this action research study was to create/design a process of technology integration that takes into account the needs of all stakeholders by identifying the pedagogical beliefs of elementary school teachers with regard to the implementation of technology in their classrooms. The research was conducted using a qualitative methodology approach within the transcendental phenomenology framework. Data was gathered using qualitative open-ended surveys, one-on-one interviews, and observations to ascertain teacher opinions with regard to the phenomenon of technology integration. Findings indicated that both intrinsic influences (teacher beliefs, teacher efficacy) and extrinsic influences (time, support, access, training) exist that inhibit the successful implementation of technology-based initiatives. Additionally, intrinsic and extrinsic influences inhibiting technology integration are less prevalent when both the teacher and the Technology Specialist are equally engaged and involved in the planning, development, and execution of technology infused projects. Furthermore, findings indicated several factors that, if implemented, could foster a successful, collaborative environment for technology integration; such factors included creating additional time for planning and development, increasing the involvement of teachers in district planning processes, and clearly defining roles and responsibilities of all stakeholders connected with the process of technology integration.