Author ORCID Identifier
Hengtao Tang: https://orcid.org/0000-0002-8846-7654
The purpose of this qualitative case study was to develop an account of teachers’ perception of barriers to technology integration throughout distance learning. COVID-19 pandemic forced schools to adopt distance learning to cope with the crisis, but whether teachers are prepared for this change is unknown. Therefore, this study described teachers’ experience of technology integration over the course of distance learning and identified the barriers they faced at a small, private school for students with dyslexia. The findings found distance learning influenced teachers’ technological knowledge, attitudes, and beliefs about technology integration. Barriers to technology integration were identified by all participants, but only novice integrators and one intermediate integrator experienced second-order barriers. Implications are provided on supporting teachers to overcome barriers towards technology integration.
Declaration of Interest Statement:
There is not any potential conflict of interest in the work.
Data Availability Statement:
The datasets generated during and/or analyzed during the current study are not publicly available due to the requirement of Institutional Review Board approval but are available from the corresponding author on reasonable request.
Bice, H., & Tang, H. (2023). A longitudinal qualitative study on teachers’ technology barriers to distance learning: A school for students with dyslexia. Journal of Educational Technology Development and Exchange (JETDE), 16(1), 1-23. https://doi.org/10.18785/jetde.1601.01
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