Integrating learning technology into classrooms: The importance of teachers' perceptions

Abstract

A qualitative study of experienced high school teachers’ perceptions of learning technologies is reported. Underlying the study was a research -based theoretical background that highlighted the importance of appropriate perceptions to successful integration of learning technologies into classrooms. The transcripts of 31 semi-structured, open-ended interviews with a group of teachers were combined to form a pool of decontextualized statements about learning technologies. The pool of statements was analyzed using a phenomenographic research approach. A limited number of qualitatively different perceptions of learning technologies were identified. The perceptions varied with respect to “what” and “how” components. The “what” component concerned perception of what constitutes a technology. The “how” component concerned perception of how the technology impacted on learning. Some of the perceptions were considered inappropriate with regard to the “how” component and unlikely to lead to successful integration. For teachers holding these perceptions professional development is proposed in how learning technologies can be used to encourage enhanced learning outcomes.

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