Though much recent scholarship in the field is focused on effective methodologies for technology integration, there is a glaring struggle that most practitioners are facing: how to modify curriculum to enhance instruction with digital teaching and learning tools.
Despite tech-related “in-service” taking school districts across the world by storm, the application of theory into practice is not universal. Enlightened by an awareness of this issue in my graduate coursework, I surveyed my communities of practice to learn more about the ways that my colleagues perceive technology integration.
For the sample distribution, twenty-one teachers (n) who work at a small rural high school in Western North Carolina, and four education professors (n2) from a small, private liberal arts University responded to this survey. There are 55 teachers at the high school, so this sample represents 38.2% of the staff. Additionally, there are 8 education professors at the University, so this sample represents 50% of the staff. In this study, four research questions were proposed regarding technology integration. These questions focused on knowledge, pedagogy, tools, and teachers’ competency at the intersection of these.