The concerns of elementary educators with the diffusion of information and communication technology in schools

The investigation of individual teachers’ concerns with regard to diffusion of an innovation in their practice will help assess their needs and facilitate the process of change and the implementation of new innovations for school improvement. This mixed methods study investigates the concerns of elementary educators in one suburban school district in British Columbia with regard to the diffusion and integration of Information and Communication Technology in their teaching. The quantitative phase of this study included a purposive sample of 14 elementary schools. The quantitative survey, The Stages of Concern Questionnaire, identified the concerns of elementary educators with regard to ICT integration in their teaching. The qualitative phase of the study included a stratified purposeful sample of 17 elementary educators with different types of concerns that were set by the quantitative phase. Interviews with these educators further explored the differences and similarities between their views, feelings, concerns, perceptions and personal experiences. The findings of each quantitative and qualitative phase were analyzed separately and then integrated to obtain a deep understanding of the concerns of elementary educators with regard to ICT integration in their practice. Overall, the study revealed that a large proportion of the participating elementary educators were not fully engaged with ICT integration in their teaching. The research participants identified four major categories of concerns with regard to ICT integration in their practice that included concerns with regard to the philosophy and pedagogy of ICT integration; concerns related to the accessibility to ICT including software, hardware and resource personnel; concerns about infrastructure technical support; and concerns corresponding to the educational integration of ICT in their teaching. To address elementary educators’ concerns with regard to the use of ICT in teaching, staff development departments and change facilitators should continuously monitor teachers’ concerns and the process of diffusion of ICT in schools. Appropriate intervention methods that address individual and specific needs of teachers such as meaningful professional development and technical and educational support as well as proper ICT-equipment will help educators to take ownership of their learning and will allow them and their students to benefit from the many opportunities that technology can bring to their classrooms.