School Environment and Technology Implementation in K–12 Classrooms

Abstract

The purpose of this study was to examine teachers’ perceptions of their school environment in terms of factors that enhance or prohibit the use of instructional technology. The study also investigated whether the technology implementation environment varied for schools at different locations and different levels. Both quantitative and qualitative data indicated that the most serious problem in K–12 technology implementation was time constraints, followed by technical problems that could not be taken care of in a timely manner. Suburban schools had the most favorable conditions in all aspects of technology implementation support. No significant differences were found between school levels.

KEYWORDS:

• K–12
• school level
• school location
• technical support
• school environment
• technology implementation

Notes

^a = significant between rural and suburban

^b = significant between urban and suburban

∗There was significant mean differences between groups.