The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy. / Ed. D.

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The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.

The problem of the present study is to determine if there is a measurable effect on the academic progress, self-concepts, and racial attitudes of newly integrated Negro students in grades four, five, and six after one year of integration.

No description available.