Good And Clear Introduction “Research States That Although

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Good and clear introduction “Research states that although there is a positive correlation between technology utilization and student achievement (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010)” and training opportunities in the use of technology have become increasingly available, educators still do not effectively incorporate technology into instruction (Chickasanda, Otrel-Cass, Williams, & Jones, 2013; Li & Choi, 2014). According to studies conducted by Petko (2012) and Mama and Hennessy (2013), teachers’ personal values and beliefs play a part in effective technology integration. The statement “Teachers are the stakeholders primarily responsible for the integration of technology into the curriculum…” addressed the relationship…show more content…
Davis’ Technology Acceptance Model (TAM) is widely used in educational research to understand attitudes and processes for accepting new technology (Teo, Zhou, & Noyes, 2016). Rogers’ Diffusion of Innovations Theory is also effective in educational research dealing with users’ perceptions and acceptance, or non-acceptance, of innovations dealing with technology adoption (Van Horne, Russel, & Schuh, 2016). The dissertation topic for this basic qualitative study focuses on teachers’ beliefs regarding technology by investigating secondary school teachers’ perceptions of iPad integration with an emphasis on (a) how teachers integrate iPads into the curriculum, (b) perceived advantages and disadvantages of iPad integration, and (c) perceived strengths and weaknesses of professional development as it relates to the one-to-one iPad initiative recently implemented in an urban school district in the South Atlantic region of the United States. The critical analysis was complete and well supported in the section “Factors Affecting Technology Integration” Critical analysis of secondary school teachers’ perceptions of iPad integration is essential, especially in light of schools increasing expectations of technology utilization during instruction (Clark and Luckin, 2013) due to federal mandates such as the Every Student Succeeds Act (Act, E. S. S., 2015). According to Ertmer, Hew, and Brush (as cited in Kim, Kim, Lee, Spector, and DeMeester, 2013), factors affecting
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