This document summarizes a case study on how situated professional development can impact teachers' perceptions of barriers to technology integration. The case study examined an elementary school that provided teachers with an on-site technology mentor for two years. It found that this form of sustained, situated professional development helped teachers overcome their biggest perceived barrier of finding time for technology integration. It also strengthened teachers' beliefs in the importance of technology for student learning. However, teacher-led communities of practice after the first year provided less support than the initial activities with the technology mentor. The document concludes that a variety of situated professional development activities aligned with effective practices can help provide teachers with the knowledge and support to better integrate technology.

1. Teachers’ perceptions of the barriers to technology
integration and practices with technology under
situated professional development
Sonia Nelson
EDUC9707
Based on the work of Kopcha, T. (2012). Computers & Education. 59(4), pp. 1109-1121

2. Context in overall course topics;
• The Potential of Digital Education
• Leadership
• ICT Policy
• 21st Century Skills and the Use of Technology
• Major Factors Influencing ICT Implementation
• School-based ICT Policy Planning
• Tools and Frameworks for Leaders
• Teacher Professional Development

3. Can situated professional development
support teachers to integrate technology?
How are teachers’ perceptions of the barriers
to technology integration affected by this
type of professional development?

4. Kopcha Case Study Context (p1111)
• 600 students in upper middle-class school in
major US city
• 18 primary school teachers involved (out of 30)
• Recent campus-wide upgrade of technology
• Technology mentor employed to support ICT
integration over 2 year period (situated PD).

5. Kopcha Case Study Context (p1112)
• Mentor on site to provide teachers with appropriate skills and
knowledge on technology integration and practices
• Included workshops, class support, co-development of
technology integrated lessons, observations and feedback.
Year 1:
Year 2:
• Transition to teacher-led communities of practice.

6. Kopcha Case Study Context (p1111)
• Focus on Teacher Knowledge
• Reform-type Activities
• Situate Activities in Teacher Needs
• Opportunities for Active Learning
• (Collective Participation)
• (Extensive Duration).
Aligned the PD activities with the 6 principles for effective PD
on technology integration refined by Mouza (2006, 2009).

7. Barriers to Technology Integration (p1109)
• Access
• Vision
• Beliefs
• Time
• Professional Development.

8. Interesting Results from Case Study
• Finding time to plan
• Wasting time on technology issues/problems
• Needing time to learn new skills.
Biggest Barrier: TIME!
‘Despite teachers’ negative perception of time, teachers under
this program of sustained and situated professional development
adopted a number of desirable practices and routines.’ (p1118)

9. Interesting Results from Case Study
• Strongly acknowledged by most teachers
• Beliefs grew stronger as integration improved
and classroom practices were effective with
students.
Importance of Technology for student learning:
‘Teacher beliefs can present a large barrier to successfully integrating
technology in the classroom yet play a critical role in a teacher’s
decision to use technology for instructional purposes.’ (p1118)

10. Interesting Results from Case Study
• Did not provide substantial support or influence teachers’
professional learning in this study
• Activities done prior to forming CoPs are important in
promoting changes in teacher attitudes and practices with
technology.
Communities of Practice:
‘Teacher educators should consider including activities that align with
the principles of effective professional development in their efforts to
improve teacher outcomes with instructional technology.’ (p1119)

11. Discussion Questions
• What are the most significant perceived barriers that
are affecting the integration of technology in your
context? How can these be addressed?
• What professional development activities have been
undertaken in your context to facilitate technology
integration and practices? What is still required?
• What are (or would be) the benefits and limitations of
situated mentoring and/or communities of practice in
your context? What type of PD programs/systems are
(or could be) of greatest benefit?

12. Summary
• Situated professional development activities can play a
key role in shaping teachers’ perceptions of the common
barriers across a school site.
• Investing in an IT mentor can be an effective way to
initiate and support teachers in technology integration
and practices.
• Teacher-led learning teams need to carefully consider the
types of activities that will support further development
and sustainability.

13. In conclusion…
• There are many ways that educational institutes can
promote and facilitate the integration of technology to
improve the learning for students in the 21st century.
• Each school must consider the needs in their own
context and tailor their approach accordingly.
‘Enacting a variety of situated learning activities around the
principles of effective professional development may be the key
to providing teachers with the knowledge and support needed to
integrate technology more fully into their instruction.’ (p1119)