Professional Development and other Factors That Contribute to the Ability to Integrate Technology into Curriculum

Abstract

Many teachers currently use technology in their classrooms as a result of inservice or post-graduate education, particularly those who have applied for and received mini-grants. Twenty-eight teacher respondents from Long Island, New York, completed sixteen multiple-choice and open-ended questions regarding the use of technology, particularly computers within their curriculum. Teachers receiving mini-grants incorporated more complex technology into their lessons. Further, the issues of personal and administrative commitment, time for taking classes and practicing new skills, as well as classroom computer access do make a difference in a teacher's ability to integrate technology into every day classroom lessons.