A Case Study: Teachers and Technology Integration at a Magnet School

A Case Study: Teachers and Technology Integration at a Magnet School

Author: 
Daphne Grabovoi
Program of study: 
Ed.D./ET
Abstract: 
The purpose of this qualitative exploratory case study was to identify the obstacles teachers faced when they attempted to integrate technology into the curriculum and daily lesson plans. The data from the responses were people’s words describing their knowledge, opinions, perceptions, and feelings, in addition to detailed descriptions of people’s actions, behaviors, activities, and interpersonal interactions. The general problem was teachers were not leveraging technology in the classroom to benefit student learning and their transition into the 21st century global society and workforce. The research questions were: What are the obstacles teachers encounter when using technology in the classroom? How are teachers learning about new technology? How can teachers revise strategies to include technology? These three questions were the basis for the survey, which posed questions about what must occur for technology integration to become a mainstay of secondary classrooms. The findings specific perceptions teachers had about technology, the problems they faced when they attempted to use it, and how they were learning about new technology. The findings aligned with the research and may provide possible solutions for leadership by specifically describing problems teachers are having with integrating technology into the classroom.
Dedication: 
I dedicate this work to my parents, the late Eftie and ever-present Dan Grabovoi who guided me, inspired me, and influenced me beyond measure. The consistent love and support you have given me is beyond measure. I would also like to thank my aunt, Irene Dervis, who was instrumental in allowing me to pursue my dream.
Acknowledgements: 
I would like to acknowledge those who have helped and supported me in this project. I want to thank my mentor and committee members for working with me tirelessly, providing encouragement and guidance, and keeping me on the path when times were difficult. I want to thank Dr. Oliver Lawrence, my chair, for coming to my rescue at the last minute and consenting to be my chair. Dr. Lawrence spent time asking me the right questions, which subsequently made my dissertation stronger. I want to express my appreciation for Dr. Karen Johnson and her enthusiasm and sense of humor. Her advice was clear and her energy and interest were a great positive for me. Dr. Michael Chase was honest and candid in his appraisals of my efforts. His suggestions were clear and helped me to explain myself more clearly. I would also like to thank my classmates, Phyllis Hayes and Billisue Mitchell, for their patience, optimism, and ability to calm my frustrations and make me laugh. Each of them has been an inspiration to me. And to my friend, and patient proofreader, Jeri Roberts, thank you for reading and re-reading and offering support during my long journey. Last but not least, I want to thank Tiger Grabovoi who kept me company in the wee small hours of the morning, consoled me with his gentle purr, quietly reassuring me that I was on the right path.