Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Abstract

This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) “What does ‘Technology Integration in Education’ mean to you?” and (2) “What might be the possible barriers to technology integration in education?”. A total of 76 preservice teachers, who took the course “Integrating Technology in Education” during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.

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