The Perceptions of Teachers’ Beliefs and Attitudes on Technology Integration: A Suburban Middle School Case Study in the South-Central United States

Schools have been increasingly challenged with preparing students via technology based on changing standards for students achieving academic success. However, technology integration has barriers, often including teachers’ beliefs and attitudes associated with integrating technology in their classrooms. Therefore, in this qualitative case study, I attempted to understand better the perceptions of teachers, administrators, and professional support staff at Model Middle School about teachers’ beliefs and attitudes regarding technology integration and how to use this knowledge to inform teacher professional development. Data collection consisted of semistructured interviews of teachers, administrators, and professional support staff at Model Middle School via the Zoom teleconferencing network. Findings indicated that teachers, professional support staff, and administrators perceived that teachers who are more comfortable with technology integration and possess more knowledge and skills tend to use technology in student learning more successfully and with a higher degree and quality. Additional findings revealed that teachers, professional support staff, and administrators perceived that pertinent and timely ongoing professional development coupled with updated technological hardware and software could positively impact teachers’ beliefs and attitudes toward technology integration. Recommendations for positively impacting teachers’ beliefs and attitudes toward technology integration included school districts allocating more funds toward technology-integrated professional development and providing opportunities for teacher-elected and teacher-represented professional development, including teachers having a voice in choosing the type and extent of technology integration training. Keywords: attitudes, autonomy, beliefs, first-order barriers, perceptions, professional development, second-order barriers, teacher-driven, technology integration