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Diffusion of Educational Technology and Education Reform: Examining Perceptual Barriers to Technology Integration

Diffusion of Educational Technology and Education Reform: Examining Perceptual Barriers to Technology Integration

LeAnne K. Robinson
Copyright: © 2008 |Pages: 13
ISBN13: 9781599049496|ISBN10: 159904949X|EISBN13: 9781599049502
DOI: 10.4018/978-1-59904-949-6.ch155
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MLA

Robinson, LeAnne K. "Diffusion of Educational Technology and Education Reform: Examining Perceptual Barriers to Technology Integration." Information Communication Technologies: Concepts, Methodologies, Tools, and Applications, edited by Craig Van Slyke, IGI Global, 2008, pp. 2130-2142. https://doi.org/10.4018/978-1-59904-949-6.ch155

APA

Robinson, L. K. (2008). Diffusion of Educational Technology and Education Reform: Examining Perceptual Barriers to Technology Integration. In C. Van Slyke (Ed.), Information Communication Technologies: Concepts, Methodologies, Tools, and Applications (pp. 2130-2142). IGI Global. https://doi.org/10.4018/978-1-59904-949-6.ch155

Chicago

Robinson, LeAnne K. "Diffusion of Educational Technology and Education Reform: Examining Perceptual Barriers to Technology Integration." In Information Communication Technologies: Concepts, Methodologies, Tools, and Applications, edited by Craig Van Slyke, 2130-2142. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-949-6.ch155

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Abstract

This study examines educators’ perceived barriers to technology integration and the relationship to education reform. Educators and administrators from four elementary schools in Washington State were interviewed in their classrooms during a three month period. The schools differed in size, location and social economic status and reported variances in their Washington Assessment of Student Learning (WASL) scores. While all of the schools reported similar barriers to the use of educational technology, distinct differences appeared between those schools that had done long range planning during the reform process and those that had not. Specifically, staff in the two schools that coordinated curricula, performance standards and a variety of assessment tools while simultaneously allowing teachers the flexibility to alter the curricula were more likely to state personal responsibility for student learning, and they were also more likely to have overcome barriers to the use of technology.

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