Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Year 2019, , 381 - 398, 17.10.2019

Emre Dinc

https://doi.org/10.30935/cet.634187

Abstract

This study examined the thoughts of preservice
teachers about technology integration and collected their ideas about possible
barriers to technology integration in education. With this aim, the
participants were asked two key questions which are (1) “What does ‘Technology
Integration in Education’ mean to you?” and (2) “What might be the possible
barriers to technology integration in education?”. A total of 76 preservice
teachers, who took the course “Integrating Technology in Education” during
their Elementary Teacher Education program took part in the study. The data
were analyzed by using descriptive analysis method in this qualitative study. As
a result of the study, it was revealed that preservice teachers have critical
perceptions related to technology integration, such as effective use of
technology, inclusion of technology in the course curriculum, increasing
engagement, visualizing the course content, working with administrators to
integrate technology, and being able to teach with technology that cannot be
taught beforehand. As for the external and internal barriers, the participants
commented that lack of funding/budget, lack of equipment, lack of ability, and
time are major barriers to technology integration in education. Unlike the
other studies in the relevant literature, preservice teachers stated parents
and security as barriers to integrating technology in education.

Keywords

Technology itegration, Technology use in education, Prospective teachers, Barriers to technology use, Descriptive analysis

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