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Technology integration in third, fourth and fifth grade classrooms in a Florida school district

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Abstract

Third, fourth and fifth grade teachers have the potential to shape the way their students will begin to view and use technology. This study investigated the nature of technology usage among third, fourth and fifth grade teachers in a Florida school district as well as the relationship between the level of technology usage factors such as available technology access/support, professional development relating to technology, and teachers’ attitudes and beliefs toward technology usage. Also of interest was how teachers rate the barriers to technology integration. An original survey instrument was designed, and responses from 75 participants were analyzed. Results indicated that only 18.7 % of respondents met the requirements to be considered high-level technology integrators. Teachers’ attitudes and beliefs about the importance of technology integration and direct student access to computers within the classroom had significant positive correlations with high-level technology usage. The strongest barrier to technology integration was a lack of available computers/hardware, followed by factors relating to the time required to develop and implement lesson plans that incorporate technology.

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Author information

Authors and Affiliations

  1. University of West Florida School of Education, Building 85, Room 196, 11000 University Parkway, Pensacola, FL, 32514, USA

    Tiffani Pittman & Trudi Gaines

Authors
  1. Tiffani Pittman
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  2. Trudi Gaines
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Corresponding author

Correspondence to Tiffani Pittman.

Appendix: survey of technology integration and related factors (STIR)

Appendix: survey of technology integration and related factors (STIR)

Section 1: demographic data

  1. 1.

    What grade level do you teach? 3rd, 4th, 5th, other

  2. 2.

    What subject area(s) do you teach? elementary ed., art/music, media/technology specialist, special ed., other

  3. 3.

    What is the highest level of education that you have obtained? Bachelor’s, Master’s, Specialist, Doctorate

  4. 4.

    How many years have you been teaching?

  5. 5.

    What is your age?

  6. 6.

    What is your average number of students per class?

Section 2: technology access and support

  1. 7.

    How many computers are always available for students to use in your classroom or a classroom where you typically teach (excluding computer labs or portable computers)?

    1 = 0–5, 2 = 6–10, 3 = 11–15, 4 = 16+

  1. 8.

    How many computers are available in a computer lab or that can be brought into your classroom for students’ use? 1 = 0–5, 2 = 6–10, 3 = 11–15, 4 = 16+

For items 9–14, choose the answer that best describes the following technology availability/access at your school:

1 = poor, 2 = fair, 3 = adequate, 4 = good, 5 = excellent

  1. 9.

    The technological hardware available to you and your students for instruction

  2. 10.

    The software available to you and your students at your school

  3. 11.

    The speed of the available internet connection at your school

  4. 12.

    The reliability of the internet connection at your school

  5. 13.

    The technology resources that your school and district make available to you

  6. 14.

    The technology support that is available to you

Section 3: technology related professional development

For items 15–17, select the choice that best reflects your experience:

1 = poor, 2 = fair, 3 = adequate, 4 = good, 5 = excellent

  1. 15.

    How would you describe the number of technology-related professional development opportunities that are provided to you by your school or district?

  2. 16.

    How would you describe the overall usefulness and applicability of the technology-related professional development you have experienced?

  3. 17.

    How would you describe your confidence in your technological abilities?

  4. 18.

    (11) How many hours have you spent on technology-related professional development activities during the 12 months prior to this survey? 0, 1–3, 4–6, 7–10, 11+

Section 4: the importance of technology in instruction

For the items 19–26, choose the answer that best reflects your agreement or disagreement:

1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree

  1. 19.

    Technology skills are essential for my students’ success.

  2. 20.

    Technology should be incorporated into the classroom curriculum.

  3. 21.

    Technology makes my job easier.

  4. 22.

    Incorporating technology into lessons enhances my instruction.

  5. 23.

    My students are motivated to use technology in the classroom.

  6. 24.

    I am motivated to integrate technology into my instruction.

  7. 25.

    Students’ use of technology in the classroom is important for knowledge construction.

  8. 26.

    Improving my technological skills will help me as a professional.

Section 5: technology use by students

For items 27–32, how often do your students use the following technologies for school related activities?

1 = not at all, 2 = once per month or less, 3 = once per week, 4 = several times per week, 5 = daily

  1. 27.

    Word processors (typing)

  2. 28.

    Internet research

  3. 29.

    Drill and practice/Learning games/Tutorial

  4. 30.

    Presentation software

  5. 31.

    Online collaboration tools

  6. 32.

    Graphics programs (draw/paint, photo editing, video, etc.)

  7. 33.

    Please list other technologies your students use on a regular basis.

  8. 34.

    Generally speaking, how would you describe your students’ level of technology usage for classroom-related activities? 1 = nonexistent, 2 = limited, 3 = average, 4 = above average, 5 = excellent

Section 6: technology use by participant

For items 35–41, how often do you use the following technologies for school-related activities?

1 = not at all, 2 = once per month or less, 3 = once per week, 4 = several times per week, 5 = daily

  1. 35.

    Internet research for planning and ideas

  2. 36.

    Organization/tracking software for classroom management

  3. 37.

    Communication with parents/students (email, blog, text, etc.)

  4. 38.

    Presentations during instruction (PowerPoint, etc.)

  5. 39.

    Multi-media enhancements during instruction (videos, simulations, etc.)

  6. 40.

    Website creation or maintenance (e.g. class website)

  7. 41.

    Providing individualized or remedial instruction

  8. 42.

    Please list other technologies.

  9. 43.

    Generally speaking, how would you describe your level of technology integration for instruction? 1 = nonexistent, 2 = limited, 3 = average, 4 = above average, 5 = excellent

Section 7: barriers to technology integration

  1. 44.

    Integrating technology into the classroom can be a challenging task. Of the following barriers to technology integration, choose what you feel are the top 5 barriers. Rank only the top 5 barriers, starting with “1” being the most important or strongest barrier. Leave the remaining barriers blank.

  2. A.

    Time required to develop lesson plans that incorporate technology

  3. B.

    Time required for the teacher to learn to use the technology

  4. C.

    Classroom time required to teach students to use the technology

  5. D.

    Lack of available computers/hardware

  6. E.

    Lack of professional development opportunities related to technology use

  7. F.

    Lack of applicability of the technology-related development that is provided

  8. G.

    Difficulty scheduling time to use common computers/hardware

  9. H.

    Lack of administrative encouragement/support

  10. I.

    Lack of IT personnel to help with technology issues

  11. J.

    Unavailability of personal computers for students’ home use

  12. K.

    Difficulty finding appropriate uses of technology for instruction

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Pittman, T., Gaines, T. Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Education Tech Research Dev 63, 539–554 (2015). https://doi.org/10.1007/s11423-015-9391-8

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  • DOI: https://doi.org/10.1007/s11423-015-9391-8

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