Perceptions of Public Educators Assignment

14 Volume 57, No. 2, 2016
PERCEPTIONS OF PUBLIC EDUCATORS
REGARDING ACCESSIBILITY TO
TECHNOLOGY AND THE IMPORTANCE OF
INTEGRATING TECHNOLOGY ACROSS THE
CURRICULUM
Geana W. Mitchell
Elisha C. Wohleb
Leane B. Skinner
Geana W. Mitchell is an instructor at Bevill State Community College, Sumiton, AL. She can be
contacted at [e-mail].
Elisha C. Wohleb is an associate clinical professor at Auburn University, Auburn University, AL.
She can be contacted at [e-mail].
Leane B. Skinner is an associate professor at Auburn University, Auburn University, AL. She can be
contacted at [e-mail].
Introduction
During the past three decades the commercialization of the Internet and the
development and application of technologies have changed many facets of
everyday life. Numerous recent researchers have reported that the integration
of technology into instruction is a key ingredient for student success in the 21st
century workforce (Cornelius, 2012; Foster, Kelley, Pritz, & Hodes, 2011; Harter,
2011; Pritchett, 2012; Washbon, 2012; Williams, 2009).
“Net Generation” students are quite different from the teachers who educate
them. Current students expect instant gratification. They view the Internet as
a tool for self-expression; furthermore, they are constantly connected via some
form of technology. Because today’s students have been exposed to technology
Abstract
Purpose: This research study was designed to determine if teachers’ attitudes toward
the utilization of technology, the availability of resources and equipment to educators,
and the amount of technology training that the educator had received are affected by
specific demographic factors. These factors were also used to determine if a relationship
existed between the educators’ access to technology and their use of technology in
instruction. Method: A descriptive research design employing the survey method was
used to collect data from teachers in one county in a southeastern state. Results:
Teachers with fewer years of teaching experience utilized technology more than seasoned
teachers. Special education teachers, elective subject teachers, and career and technical
education teachers utilized technology less than teachers who taught other subjects.
Participants indicated that the availability of technology resources and equipment was not
always sufficient or available when needed. Participants noted that adequate technology
training was being provided to teachers on how to use and integrate technology into
the curriculum. Teachers who have access to technology are reportedly utilizing it for
classroom instruction; thus, schools should consider additional funding for technology
resources.