TECHNOLOGY INTEGRATION AND INSTRUCTIONAL LEADERSHIP IN SECONDARY EDUCATION Mohd Munir bin Baharom, Diana Khairani bt Yusof, Haslinda

bt Hassan and Nur Diyana bt Ab aziz University of Technology Malaysia Abstract: The purpose of the quantitative research study was to determine if relationships existed between teachers use of technology in the classroom and the six barriers to technology integration: (a) confidence and comfort, (b) attitudes toward computer use by teachers, (c) attitudes toward computer use by students, (d) administrative support, (e) teacher preparation for computer use, and (f) technical support. The second purpose of the study was to determine if the relationships between the six barriers to technology integration and teachers use of technology were mediated by the teachers age, gender, experience, and education. The Perceptions of Computers and Technology survey (Hogarty et al., 2003) and Task Value surveys (Dusick, 1999) were used to collect data from 100 middle school teachers. The independent variable in the design was technology integration and the dependent variable is teacher barriers to technology integration. The information collected with the surveys was used to measure the level of integration of technology in education. Administrative support was significantly and positively related to all dimensions of teacher use of computer. Confidence and comfort were significantly and positively related to all dimensions of teacher use of computers except task value, software used for students and software used for teachers. The relationship between confidence and comfort and integration of computers into the classroom was moderate. The relationships between confidence and comfort and (a) personal use of computers (r2 = .13), (b) software used for teachers (r2 = .16), and (c) software used for students (r2 = .09), were small, with 16% or less of the variance explained. No other relationships were significant. Introduction The infusion of technology integration with constructivist pedagogy appears in the presentation of new approaches to teaching and learning (Ayes, 2006). Hoyer (2005) asserted that instructors who use technology for educational purposes indicated how technology enhanced learning and allowed teachers to focus on different learning styles. The complexity of the human factor in learning and the inability of educators to understand the importance of technology and curriculum integration have caused a polarization regarding the benefits of technology in education (Hoyer). Qing (2007) affirmed that teachers tend to have an unenthusiastic approach to technology while students are enthusiastic about technology and its role in the learning process. Qing collected data on 15 secondary level teachers and identified a fear of computers replacing teachers in the classroom. 1

The purpose of the quantitative research study was to determine if relationships existed between teachers use of technology in the classroom and the six barriers to technology integration: (a) confidence and comfort, (b) attitudes toward computer use by teachers, (c) attitudes toward computer use by students, (d) administrative support, (e) teacher preparation for computer use, and (f) technical support. The location of the study included a large urban school district in Pasir Gudang, Johor and the sample size of 100 middle school teachers within the selected district. The teachers were mostly women who had an average of three or more years of experience with a bachelors degree or higher. The intent of the following section is to focus on the background of the problem Statement of the Problem The general problem addressed by the current quantitative correlational research study was teachers reluctance to use technology as a teaching method. McInerney (2005) suggested that primary education achieved success in technology integration. Wood, Mueller, Willoughby, Specht, and Deyoung (2005) indicated that although teachers used computers at home and school, instructors were not wholly comfortable with the technology use in the classroom. Wood et al. discussed technology and contended that the more familiarity teachers have with technology, the more likely teachers would integrate technology. The research method is quantitative and the design is correlational. The general population included a secondary school in the Pasir Gudang District. The problem of the research study was to address teachers reluctance to use technology as a teaching tool. Norton, McRobbie, and Cooper (2000) attributed teachers reluctance to integrating technology to teachers beliefs and perceptions about teaching. Despite the continual advancement of technology on a global basis, teachers are reluctant to introduce technology into the classroom (Norton et al., 2000). Research Objectives The objective of this research study was: 1. To determine if relationships existed between teachers use of technology in the classroom and the six barriers to technology integration: (a) Confidence and comfort, (b) Attitudes toward computer use by teachers, (c) Attitudes toward computer use by students, (d) Administrative support, (e) Teacher preparation for computer use, and (f) Technical support. 2

2. To determine if the relationships between the six barriers to technology integration and teachers use of technology were mediated by the teachers age, gender, experience, and education. Research Questions Researchers develop focus for a study by forming related research questions that direct the study (Creswell, 2003). The following research questions guided the quantitative research study: RQ 1: To what degree is there is a relationship between teachers use of technology integration in the classroom and the six barriers to technology integration: (a) confidence and comfort, (b) attitudes toward computer use by teachers, (c) attitudes toward computer use by students, (d) administrative support, (e) teacher preparation for computer use, and (f) technical support? RQ 2: To what degree are the relationships between teachers use of technology integration in the classroom and the six barriers to technology integration mediated by age, gender, experience, and education? Literature Review Historical Perspective The first study on technology integration by Cerych (1985) included examination of those factors that influence the introduction of strong technology programs in education. In the past, technologies were associated with manufacturing; however, the association with technology has changed dramatically. Technology use as an educational tool in classrooms is increasing. Gillin (2006) indicated the new class of technology has created new paradigms, producing more userfriendly technology for how-to tutorials and interactive games. The change has occurred at all levels of education, both public and private. Clark (2000) stated that more than three decades ago, computers and related information technologies were introduced as instructional tools, and during the 1980s, personal computer technology began to be widely used in classrooms. There are various reasons for reluctance to use computers in the classroom. The current research study consisted of questions regarding the perspectives of teachers and administrators, to determine some of the reasons that teachers do not use technology in the classroom.

Technology Integration Technology integration is an important teaching strategy according to ChanLin (2007). Howley and Howley (2008), Adcock (2008), and Chan Lin defined technology integration as using technology to enhance education. Technology integration, in a broad sense, is a process of using existing tools, equipment, and material, including the use of electronic media, for enhancing learning (Okojie et al., 2006). Kotrlik and Redman (2004) posited that technology integration involves managing and coordinating available resources and selecting suitable technology to facilitate learning. Adcock (2008) suggested classrooms that have teachers who successfully integrate technology are often not the center of the learning process but more like a facilitator of learning activities. Transformation involves a different teaching approach and the creation of different learning strategies. The new teacher roles will require understanding the dynamics of technology integration. Groff and Mouza (2008) suggested that in the past policy makers have given different reasons for technology integration: challenges in teaching and learning, changes to the quality and content of teaching and learning, and student preparation for real world technology application. There may be a need for individuals to bridge technology integration and the changing social environment. As technology continues to find its way into the classroom, some instructors fear that the technology will replace them. Technology is not here to replace instructors, but is here to enhance instruction. Gates (1997a) pointed out that instructors express the fear that technology will replace them, but has indicated it will not replace or devalue any of the human talent we need to solve educational challenges. Teacher Beliefs Ertmer (2005) is among several authors who have completed work on teacher beliefs regarding technology integration. Ertmer suggested the majority of empirical evidence has established the significance of beliefs for understanding teacher behaviour regarding technology integration. The way teachers deliver education is undergoing changes because of the introduction of new technology such as smart boards and other devices. As technology changes, the adjustment affects classroom teaching. Hence, the beliefs about teaching also change. Self-efficacy beliefs are those beliefs concerning an educators ability to teach at a certain level of instruction. Sung Hee and Ertmer (2007) indicated that self-efficacy beliefs are composed of what teachers are capable of doing with classroom technology as opposed to the knowledge teachers possess. Self-efficacy beliefs are an important predictor of technology use by teachers in classrooms because as teachers begin to reach higher levels of instruction, teachers seek new ways of teaching, including teaching with technology. 4

Computer use, the availability of technology in the classroom, and the role of the instructor affect teacher beliefs regarding technology integration. S. E. Anderson and Maninger (2007) discussed self-efficacy beliefs regarding computer use and the level of technology use by the instructor. S. E. Anderson and Maninger suggested that instructors would use technology if teachers understood how to use it and how the technology would improve teaching and learning when incorporated in classroom instruction. S. E. Anderson and Maningers premise was based on value beliefs, which involve perceptions about the importance of outcomes or expectations. Barriers to Technology Integration Wood et al. (2005) indicated that although teachers used computers at home and school, instructors were not wholly comfortable with the technology. Proficiency in technology is one of the major barriers to technology integration that may affect beliefs. Familiarity with computers predicted greater comfort with technology, and greater comfort was associated with to greater integration with the classroom. Woods commented that for teachers to be successful, administrators must allow teachers the opportunity to elaborate on and identify barriers in experiences and expectations as teachers integrate technology into classrooms. Groff and Mouza (2008) found that there are many barriers to technology integration. Technology use has been a complex issue and will continue to be a challenge for educators. Groff and Mouza suggested technological integration has made little progress since the time when computers first made an appearance in educational settings. Training and development are important elements for teachers to overcome the barriers that exist in technology integration. Ertmer et al.s (1999) goal is to eliminate the barriers against integrating technology effectively. Focusing on the barriers that exist may require a change in teachers approach to traditional instruction or a change in school culture. Ertmer et al. (1999) indicated that teachers have experienced barriers that have made technology integration difficult. The barriers mentioned include first-order barriers such as lack of equipment, time, and classroom help, and second-order barriers such as lack of relevance, mismatch with classroom management style, and lack of confidence. Reviewing the literature has revealed several gaps that future researchers must address. There needs to be a close look at access to technology, teacher reluctance, technology support, and school leadership. Instructional Leadership Harris (2005) suggested instructional leadership discussion throughout the literature involves school leaders and teachers leading colleagues with a focus on improving instructional practice. Cardno (2006) indicated there are a plethora of names associated with instructional 5

leadership, which include learning-cantered leadership, educational leadership, and pedagogical leadership. Katzenmeyer and Moller (2001) defined instructional leadership as individuals who lead and provide instruction. Researchers such as L. S. Anderson (2006) posited that whether it is in the classroom or behind the scenes, good leadership is necessary for successful technology integration. Hallenger (2008) described instructional leaders as strong directive leaders who were instrumental in turning schools around and whose peers viewed them as culture builders who sought to foster high standards for students and teachers. Hallenger indicated information exists on models and roles that support the notion that instructional leadership and principals contribute to the success of the school and student outcomes. The instructional leadership model proposed by Hallenger is primarily used in schools that have been performing poorly or used as a mechanism to turn schools around. Leithwood and Jantzi (2004) had similar comments on the instructional leadership model. The literature of Turkmen (2006) suggested that instructional leadership and technology integration have a relationship. The relationship between instructional leadership and technology integration involves which technology is used and the learning cycle for students. From start to end, technology integration could enhance the learning cycle. Applying instructional leadership by using technology in the classroom provides an important connection for technology integration. The limited information available in the research literature could be the reason for the inability to identify who should be in the leadership role for technology integration.

Findings Descriptive Statistics. Of the 100 participants, 75 were female and 25 male. The majority (79) reported having a bachelors degree, 20 reported having a master's degree, and one man reported having a doctoral degree (see Table 1). Table 1 Gender by Education Cross Tabulation Gender Bachelors Masters PhD Female 57 18 0 Male 22 2 1 Total 79 20 1

Total 75 25 100

The current study included questions pertaining to teachers reasons for not using technology in the classroom. Clark (2000) suggested the existence of a movement to use different approaches to instruction in schools. The growth of technology as an instructional tool 6

will depend on teachers attitudes and the ability to use such technology. Based on the data analysis, the results of the current study indicate significant relationships between three barriers (i.e., confidence and comfort, teacher knowledge and experience and administrative support) and teacher use of technology in the classroom. Confidence and comfort. Based on table 2, the study finding indicates the concept of confidence and comfort was related to all dimensions of teacher use of computers except task value, software used for teachers and software used for students. Wood et al. (2005) indicated that some teachers used computers at home and school but were not fully comfortable with the technology. Proficiency in technology is one of the major barriers to technology integration. According to Wood et al. (2005) familiarity with computers predicted greater comfort with technology, and greater comfort were associated with greater integration in the classroom. Wood et al. suggested that teachers familiarity with technology increased the probability of integrating technology into the curriculum. Computer teachers and business teachers integrate technology into curricula, but the integration might not be at the highest level. Wood et al.s findings are consistent with the findings in the current study. Previous researchers suggested that knowing technology increases the likelihood of computer use as a teaching methodology, therefore increasing the comfort level for teachers using computers should be a priority.

Correlation Matrix: Barriers to Computer Use and Teacher Use of Computers Attitudes Teacher Toward Knowledge Student Administrative and Use Support Experience .18 .491 .434 .042 .000 .000 100 100 100

Task Value

r p n

Confidence Selfand comfort efficacy .085 .490 .399 100 .000 100

Technical Support .719 .000 100

Personal Use Computer

r p n

.643 .000 100

.736 .000 100

.21 .026 100

.735 .000 100

.424 .000 100

.547 .000 100

Integration of Computers into the classroom

r p n

.479 .000 100

.506 .000 100

.24 .007 100

.272 .006 100

.226 .024 100

.194 .053 100

Software used for Teachers

r p n

.183 .068 100

.324 .001 100

.30 .001 100

.554 .000 100

.381 .000 100

.679 .000 100

Software used for Students

r p n

.029 .778 100

.527 .000 100

.19 .14 100

.368 .000 100

.353 .000 100

.782 .000 100

Table 2: Correlation Matrix: Barriers to Computer Use and Teacher Use of Computers Confidence and comfort and personal use of computers (Teachers). The confidence and comfort variables had a strong relationship with (a) teachers use of computers and (b) software used for teachers. The literature indicated one of the key factors constraining effective technology integration in classrooms is teachers limited expertise in the professional uses of computers. Brown and Warschauer (2006) indicated that much research exists on the topic of technology integration, but the focus is primarily on the changes in the way teachers use technology. Ertmer et al. (1999) suggested barriers such as lack of time and equipment are the most frequently mentioned followed by lack of relevance, confidence, or class management. There were small relationships between the use of computers and the type of software used for teacher. The literature suggests not much research has been completed in the type of software used therefore future research may need to be completed. Confidence, comfort, and integration of computers. The relationship between confidence and comfort and integration of computers into the classroom was moderate. Kotrlik and Redman (2004) disclosed that technology integration involves managing and coordinating available resources and selecting suitable technology to facilitate learning. Howley and Howley (2008) maintained authors of the early textbooks about technology integration offered a hopeful vision of education transformation based, in part, on technology use. Previous researchers suggested that technology is widely available in classrooms, but little evidence exists pertaining to whether school officials are fully implementing technology integration. Lack of full integration might explain the moderate relationship between (a) technology integration and (b) confidence and comfort. Howley and Howleys (2008) findings 8

indicated frequent observations of incomplete and uninventive use of technology in the classroom. The results of the current study indicated a moderate relationship between confidence and comfort and classroom integration. The literature suggested (Howly & Howley, 2008) that the future looked promising for increased use of technology in the classroom therefore moving forward there may be an expansion of technology use in classrooms. Attitudes toward student use. Attitudes toward student use were significantly and positively related to software used for teachers, but the relationships were small. Sung Hee and Ertmer (2007) suggested three areas of teacher attitudes: (a) pedagogical beliefs, (b) beliefs about technology, and (c) beliefs about the perceived value of computers for student learning. Pedagogical beliefs pertain to teachers perceptions of technology when teaching in the classroom. Sung Hee and Ertmer (2007) suggested teachers begin teaching with preconceived beliefs about technology and its influence on student learning. Lower levels of technology use are associated with teacher-centered practices while high-level use is associated with inquiry-based activities. Sung Hee and Ertmer explained that researchers have found that teachers who had more positive values about computer use tended to use technology more often during instruction. Beliefs about the value of computers affected teachers perceptions about the effectiveness of technology in the classroom. The results of the current study indicated a small relationship between teacher attitudes and computer software. Previous researchers (e.g., Sung Hee & Ertmer, 2007) found teachers have predetermined attitudes about computers therefore the attitudes must be changed if there is going to be a change in how teachers use computers in the classrooms. Administrative support. Administrative support was significantly and positively related to all dimensions of teacher use of computers. Adcock (2008) posited that teachers at all grade levels need guidance and school support to use technology effectively when teaching. Computer use, the availability of technology in the classroom, and the role of the instructor affect teacher beliefs pertaining to technology integration. S. E. Anderson and Maninger (2007) discussed beliefs pertaining to computer use and the level of technology use by instructors. S. E. Anderson and Maninger found that teachers would use technology if instructors understood how to use it and how the technology would improve teaching and learning when incorporated in classroom instruction. Such a premise is based on value beliefs (i.e., perceptions about the importance of outcomes or expectations). The findings in the current study strongly support the role of value beliefs in teachers decisions to integrate technology in the curriculum. Previous researchers indicated the integration of technology needs 9

support and increasing general support for integration programs should be an important part of technology integration programs. Administrative support and personal use of computers. Small to moderate relationships existed between administrative support and (a) personal use of computers, (b) integration of computers into the classroom, (c) software used for teachers, and (d) software used for students. Groff and Mouza (2008) described the existence of many barriers to technology integration. Technology use has been a complex issue and will continue to challenge educators. Groff and Mouza suggested little progress has been made in technological integration since the time when computers first made the appearance in educational settings. Such a finding might account for the limited relationship between school support and technology integration. The results of the current study indicated strong relationships between support and computer use. Small to moderate relationships were also found between integration in the classroom, software used by teachers and students and general support. Previous researchers suggested there is a need for more development of technology integration programs; therefore, there is a need for more research regarding programs that promote integration of technology in the classroom. No other relationships were significant. Recommendations for Leadership Spodark (2003) suggested leadership would play an important role in transforming technology in school systems. Leadership includes school superintendents, administrators, principals, vice principals, and teachers. School leaders must have a clear vision of technology integration. Spodark commented, No vision means ineffective leadership (p. 14). The results of the current quantitative study provided information for instructional leaders who might implement technology integration programs as a part of classroom instruction. The results of the current study are relevant to instructional leaders who want to increase the level of technology integration in public schools and add to existing knowledge in the field of technology integration in the classroom. Several of the study findings are important. The variables of confidence and comfort were significantly and positively related to all dimensions of teacher use of computers except for task value, software used for teachers and software used for students. School leaders must create programs that will increase teachers confidence and comfort in operating computers and using computers as an educational tool. The study did not include a focus on professional development, but such an area is important. Wood (2005) identified computer anxiety as one of the barriers to technology integration and stated that such a condition typically attributed to limited knowledge and experience with 10

computers. Increasing knowledge and awareness of the advantages of computer use is important to ease teachers fears about technology use. The relationships between confidence and comfort and (a) personal use of computers, (b) software used for teachers, and (c) software used for students were small to moderate. A very small relationship existed between comfort and the type of software, but basic software packages exist that leaders should be aware of when first introducing technology to teachers. The variables of attitudes toward student use were significantly and positively related to software use for teachers, but the relationship was small. The relationship was small, but the finding is essential because the attitude teachers exhibit toward students about computer use is a starting point for learning. Levin and Wadmany (2006) suggested that student-centered teachers are more successful at integrating technology in the curricula. Teachers with more traditional beliefs might have a more difficult time with technology integration. The implication to leadership is that instructional leaders should promote the change in attitudes toward student use of computers focusing on instructors that have a traditional approach to educational and exploit those teachers that exhibit a more student centered approach to instruction. Administrative support was significantly and positively related to all dimensions of teacher use of computers. Having support for technology integration could assist in alleviating teachers fear of operating computers. Harris (2005) suggested some school leaders and teachers lead colleagues with a focus on improving instructional practice using technology. As educational leaders improve on instruction using technology, schools must have strong support systems in place. The support should come in several formats including computers, phones, and in-person technical advisors. Most school leaders who were surveyed in the current study have in-house computer specialists, but indicated the specialists were not reliable. The findings raised some important issues regarding school leadership and administrative support teachers for teachers. Williams et al. (2008) opined conventional school administrators have a history of refusing to change. Conversations between teachers and educational leaders continue to be an impediment to real school development. The communication process between educational leaders and teachers needs re-evaluation for progress toward real change in schools. Poplin (2007) explained schools should begin to establish strong professional development programs supported by educational leaders. The results indicated there was a need to increase teacher confidence and comfort using technology. Professional development could play an important role in increasing the comfort level for teachers. Poplin further indicated school district administrators should establish staff development councils to create standards for professional development.

11

Poplin (2007) posited school district administrators who introduced integrated technology should consider creating peer coaches. The role of the peer coach would be to (a) train, (b) develop, and (c) support educational leaders and teachers. The results indicated a positive and significant relationship between administrative support and the peer-coaching concept. Poplin indicated that peer coaching has been a successful program. Poplin further suggested, in addition to peer coaching, the district has added peer observation, which involves teachers and educational leaders visiting classrooms where teachers are using technology to learn best practices. Regardless of the method, it is important that educational leaders should have a sustained professional development program. Fletcher (2001) suggested that in order to achieve technology integration, educational leaders and teachers must embrace the reality that there must be a change in the school culture. Changing school culture is not easy to achieve. School leaders must take the lead in any culture change initiative. Schools must go through a transformational process that includes technology integration in all classrooms. Fletcher (2001) described the superintendant as the critical player in the change process. The administrators responsibility should be to establish a vision and to move the district in the desired direction to include both administrative support and financial support. Fletcher concluded the successful integration program depends on administrative support, which is consistent with the current research study. The findings in the study indicate in order to have successful technology integration program, eliminate barriers. The barriers relate directly to confidence and comfort to technology and administrative support. The results lead to the question of whether leaders should consider increasing instructors confidence regarding technology integration. Educational leaders must determine whether and how to increase administrative support for technology in the classroom. The results of the current study indicate that (a) providing training that will increase instructors confidence regarding technology and (b) providing increased administrative support for technology in the classroom will have a significant impact on technology programs. Increasing confidence and comfort through professional development is one option. Most school districts have unsuccessful in-house professional development programs. Educational leaders should review the current professional development programs and determine if the programs are accomplishing goals set by the school district. If programs are not meeting predetermined goals, leaders should (a) evaluate professional development goals, (b) establish new measurable professional development goals if necessary, and (c) implement professional development programs designed to improve instructors comfort and confidence using technology.

12

The additional findings regarding school support are also critical to a successful technology integration program. Administrative support starts from leaders in the school district including school superintendants, assistant superintendents, principals, vice principals and teachers. Educational leaders should announce a district-wide technology integration in itiative. A well-communicated and supported technology integration initiative for the entire district is essential to district-wide technology integration. Educational leaders must identify those teachers who have successfully integrated technology into the classrooms. Teachers resistant to change should be encouraged to take the Perception of Computer and Technology Survey (Hogarty et al., 2003) to explain to opposition to technology. The PCTS survey is comprehensive and useful in uncovering the barriers that may exist to integrating technology in the classroom. Once educational leaders can explain resistance to technology, leadership can adapt training to meet the needs of all teachers in schools.

Conclusions and Recommendations

Technology integration appears to be on the rise as teachers and administrators attempt new and innovative approaches to the delivery of education. Instructors are struggling to develop new teaching techniques including technology integration to increase student outcomes. Hoyer (2005) posited that teachers who implement technology programs understand the advantages and view the use of such programs as a successful technique for teaching. Qing (2007) suggested that teachers tend to lack enthusiasm about technology while students welcome technology and its role in the learning process. Teachers and students must be enthusiastic about the use of computers in the educational setting. The purpose of the quantitative research study was to determine if relationships existed between teachers use of technology in the classroom and the six barriers to technology integration: (a) confidence and comfort, (b) attitudes toward computer use by teachers, (c) attitudes toward computer use by students, (d) administrative support, (e) teacher preparation for computer use, and (f) technical support. The second purpose of the study was to determine if the relationships between the six barriers to technology integration and teachers use of technology were mediated by the teachers age, gender, experience, and education. The stu dy included surveying 200 middle school teachers with the Perceptions of Computers and Technology survey (Hogarty et al., 2003) and the Task Value survey (Dusick, 1999). The independent variable was technology integration, and the dependent variables were six identified teacher barriers to technology integration. The information collected with the surveys was used to predict how task value affects the level of technology integration in education. The selected research method was appropriate for the study. Data were gathered and analyzed to address the study hypotheses. The research 13

methods employed included (a) defining the variables (i.e., measures), (b) collecting data, (c) constructing statistical hypotheses, (d) calculating correlation coefficients (r), (e) defining the association among the variables, and (f) constructing correlation matrices to determine whether any relationship exists between the degree of technology integration and barriers to technology integration (Muijs, 2004). Recommendations for Future Research Studies about the impact of leaders on education exist, but a need remains for continued research to promote the development of effective leaders who encourage the use of technology in the classroom. The results of the current study provided valuable information for educators in similar environments who wish to integrate technology in the classroom. The study included a process for school leaders to identify candidates who will have success integrating technology in the classroom. The current study expanded on the existing information pertaining to technology integration. The population of the current research included only SMK Pasir Putih and did not include other schools with technology integration programs. Future studies should include other schools. A factor not discussed but considered is the time needed to prepare a technology integration program aligned with the class curriculum. Vrasidas (2010) conducted a survey on technology integration in which over 60% of the respondents indicated time created a significant barrier to technology integration. A possible solution would be to allow teachers additional time to create technology integration plans by creating professional development days solely devoted to technology integration programs. According to Vrasidas (2010), 53% of respondents indicated technology infrastructure were major barriers to implementing technology integration. The current research did not address the issue of technology infrastructure, but infrastructure is a critical issue. Technology infrastructure is a difficult barrier to overcome, but new school construction could be the answer. In the current study target area, new school construction is in progress, and new schools could be an added benefit to the school district. Trying to retrofit old schools is more costly because of the renovation expense. The results of the quantitative study conclude that comfort and confidence, teacher knowledge and experience and administrative support were significantly related to the degree of technology integration in classrooms. The findings have an important impact on leadership in educational settings. Leaders should eliminate barriers to technology integration such as comfort, confidence and administrative support. Increasing the comfort and administrative support for technology integration could result in the increased use of technology to initiate effectual

14

approaches to education. The probable enhanced instructional processes my increase the use of technology to improve student performance. Conclusion The purpose of the current quantitative, study were to determine whether a relationship existed between the degree of technology integration and the type of factors that influence the degree of technology integration in the classroom. The target population for the study included 100 secondary school teachers from one of the large urban school districts where students have performed moderately on all standardized tests. The research hypotheses were addressed through correlation analysis (Creswell), and a correlation matrix facilitated an examination of the relationships among the research variables. The variables included teacher attitudes and the degree of technology integration. The findings indicated significant and positive relationships among (a) confidence and comfort, (b) teacher knowledge and experience, and (c) administrative support. The findings are important because the information might have an impact on the implementation of technology integration programs in schools.

15