A Case Study: The Impact of School-Based Technology Implementation on Middle School Teacher Technology Efficacy

Bill Griffin, Gardner-Webb University


The purpose of this study was to examine the impact of school-based technology implementation on middle school teacher technology efficacy. The following research questions provided a framework to guide the study: Has technology professional development changed teachers' perceptions of their technology efficacy in a rural western North Carolina middle school? Has technology professional development impacted teachers' perceptions of their teaching styles in a rural western North Carolina middle school? What positive and/or adverse impacts has the technology implementation process had on the rural western North Carolina middle school?

Using a mixed-methods research design, the researcher used both quantitative and qualitative methods to obtain data. Through the use of the Computer Technology Integration Survey (Wang, 2004), focus group discussions, and interviews, data were collected to give insight about the questions of research.

Findings from the study indicate that teachers at the select middle school have adequate comfort levels with technology. They are beginning to change delivery methods within the classroom setting in order to adapt to the ever-changing 21st century. However, it is clear that barriers such as time and equipment failures are hindering what seems to be an otherwise positive implementation process. Insight gained from this study may assist other schools or school districts as they begin to insert technology into the classroom.