How Do K–12 Teachers' Perceptions of External and Internal Barriers Technology Integration Change Over Time? An Examination With Both Variable-Centered and Person-Centered Approaches

• In Event: Trends in Technology Integration and Technology Leadership

Abstract

This study examined changes in teachers’ perceptions of external barriers, internal barriers, and technology integration across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the U.S. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior but not in internal barriers. However, person-centered approaches revealed nuanced shifting of teacher profile membership. The results showed that an increase in teachers’ perceptions of quality professional development and schools’ technology visions were associated with lower odds of shifting to the maladaptive profile.

Authors

• Kui Xie, The Ohio State University

• Michael Jay Nelson, Oregon State University

• Shonn Sheng-Lun Cheng, Sam Houston State University

• Zilu Jiang, The Ohio State University