This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study.

Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development

The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.

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A systems-based approach to technology integration using mentoring and communities of practice

A three phase Sequential Mixed Method Design was utilized to propose and test a research-based model explaining the relationships between technology integration in Elementary Schools and a defined set of teacher and school-related factors In the first phase, interviews were conducted with 20 elementary school teachers to identify critical factors influencing their technology use The qualitative findings guided the development of a survey instrument in the second phase In the final phase, the survey was administered to 1030 classroom teachers in eight districts of Ankara, Turkey The direct and indirect effects of these factors on technology integration were explored Factors included years of teaching experience, years of computer use, principal support, colleague support, technology competency, attitudes and beliefs toward using technology, and lack of time The model showed technology integration as a complex process involving many interrelated factors, with particular importance placed on competency, support, experience, and attitudes This comprehensive model of technology integration in elementary schools will be especially useful for practitioners and researchers in developing countries as they face the challenge of adapting instructional technologies in their frequently evolving curriculums and education systems

A path model for technology integration into elementary school settings in Turkey

The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of ICT integration (in 2011) with the status of ICT integration in 2005. Part of the data for this comparison was gathered in 2005 as part of a doctoral study by Goktas (2006). A survey design was used to investigate the barriers and enablers. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that 'lack of hardware', 'lack of appropriate software materials', 'limitations of hardware', 'lack of in-service training', and 'lack of technical support' were the most important barriers. The highest ranked enablers were 'allocation of more budget', 'allocation of specific units for peer support', 'allocation of support offices and personnel for teachers', and 'offering higher quality pre-service training for ICT'. Other leading enablers were 'supporting teachers to enable effective ICT use', 'having technology plans', 'offering higher quality and more quantity of in-service training', and 'designing appropriate course content/instructional programs'. Analysis of an independent t-test revealed that most barriers showed significant differences and most enablers showed moderate or low differences between teachers' perceptions of their situation in 2005 and in 2011.

Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005-2011

Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book we look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe  a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. While the focus is on European studies, we are aware that much of the groundwork in the field of SRL has emanated from the United States. The book is divided into three parts: (A) Foundations of SRL in TELEs, (B) Empirical studies on SRL in TELEs and (C) SRL in TELEs: perspectives on future developments. The book presents a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of SRL through TELEs. (https://www.sensepublishers.com/product_info.php?manufacturers_id=36&products_id=1348&osCsid=21c2e4c8784b9d7b0eb0451ef6cb0f62)

http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf

Self-regulated learning in technology enhanced learning environments: a European perspective

Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.

El Evan Glazer

Papers

Promoting Technology Integration through Collaborative Apprenticeship.