Abstract

This study applies the gap analysis framework to understand the impact the lack of technology
usage by the staff at Enchanted Hills Elementary School (EHES) has in relation to students being
able to reach their potential and become productive citizens of society. The purpose of this study
was to determine what is required to have full implementation of technology in classrooms at
EHES. The twenty-three classroom teachers participated in formal and informal interviews and
a survey. The data retrieved showed a gap in the use of technology leading to further
investigation to determine possible causes. Findings from this study indicate the need for quality
professional development in effective usage of technology in the classroom for both teachers and
students. Additional information is the need for teachers to have time to fully transfer new
technology knowledge as it is acquired. This study will begin to bridge the gap of the lack of
technology usage once the professional development commences at EHES.
Purpose of the Study and Research Questions
The purpose of this study is to determine the teacher perceived barriers, supply teachers
with training, and furnish the technology essential in providing students with high-quality
learning experiences.
Research question 1: How is technology currently being utilized in elementary classrooms at
EHES?
Research question 2: What do teachers at EHES need to know to successfully implement
technology into elementary classrooms?
Research question 3: What can be done to motivate teachers needs for technology in the
classroom?
Research question 4: What types of support must be in place to make technology in the
elementary classroom a success?
Introduction
This study is being pursued to determine the implementation of technology in the
classroom. The field of education is dynamic and must be prepared to provide students with the
tools they require to be successful in future endeavors. With this in mind, it is of utmost
importance to make sure that students are prepared for the technological world in which we live.
Whether students receive their education in the public or private sector, it is vital that they are
provided multiple opportunities to learn and engage in the use of the various components of
technology. In 1984 a meager eight percent of United States households had computers, in
comparison with todays households at seventy-nine percent (Devaney, 2014), today people are
using computers for everything in both their personal and professional endeavors. This is a
problem, because (EHES) has not had the resources available to close the technology gap.
Common Core Standards require that students become adept at using technology as well as
understand its limitations (Common Core State Standards Initiative). Often, once teachers have
the technology available they have difficulty with implementation due to their own lack of
computer experience or knowledge (Ertmer & Addison, 1999; Groff & Mouza, 2008; Moersch,
1995; Schick, 1996).
Taking technology into account is important for EHES, because up until last year the site
was still substantially disconnected. It is important that teachers prepare students for the future
as the world becomes more technologically advanced, and it is a must that they are taught how to
use technology in the most useful ways. Students must be prepared to work with varying types
of technology and have a multitude of opportunities to have the hands on learning and practice
required to become proficient, so they can adapt as technology changes. The learning of this
technology component is not unique to EHES students, but to the staff as well. The staff at

EHES appears to be an even mix of, as Plante (2012) would say, digital immigrants and digital
natives. The digital natives will have little issue integrating technology in the most efficient
and effective ways, because they have grown up in a world filled with high-tech gadgets.
Whereas others of the staff, the digital immigrants, struggle just to do what might be
considered simple by todays standards, like check email or use a smart phone. This study will
explore ways in which teachers can learn to implement technology into their instruction as well
as integrate technology into the learning of the students.
Importance of the Problem
As EHES starts to obtain the technology needed to move instruction to the next
level, it must be taken into account the shift in pedagogy that teachers are experiencing. The
pedagogical shift takes the classroom that has been teacher-centered for many years and now
switches it to a student-centered model (Groff & Mouza, 2008). This switch may make teachers
uncomfortable and less likely to make the technological shift. In addition, professional
development is usually not sufficient and misguided in regards to technology (Groff & Mouza,
2008; Moersch, 1995; Shick, 1996). Teachers need time to learn the technology and integrate it
into their daily lives. The climate must provide the teachers time to practice without the concern
that they will not be able to succeed (Bitner & Bitner, 2002). Teachers desire the technology
skills to incorporate in their instruction as well as to enhance student learning (Shick, 1996).
This problem is important to solve, because without providing students a complete education,
inclusive of technology, they will not be prepared to succeed in middle and high school, not to
mention college. Students will not be able to reach their potential and become productive
citizens of a society that is reliant upon technology, without adequate implementation of tech
devices.
Organizational Goal
EHES needs to be one to one with tech devices. This year grades four through six will
have one to one with iPads in each class. Grade three should be one to one by the end of the
year, but until then will utilize one of the computer labs for blocks of time. Second grade
through transitional kindergarten will have time blocks for the entire 2014-2015 year, with the
plan of making second grade one to one for the 2015-2016 year, first grade one to one for the
2016-2017 year, and kindergarten one to one in the 2017-2018 year.
Literature Review Summary
To bring education up to date, students must be prepared for the 21st century and real
world skills. Though this is a change for teachers and classrooms that may not be easy, it is a
change that is necessary. The costs related to upgrades in technology are abundant as well as the
reconstruction that must take place in order for technology to be connected. The time it takes to
put new technology in place and fix it when it breaks is proven to be a problem in and of itself.
Teachers must have the knowledge required to implement technology into the classroom
and their lessons. Not knowing the set-up of technology can lead to issues during lessons. Some
teachers may experience a role reversal with the students when it comes to using technology,
while some students may be technology savvy and can share this with their teachers. The skills
teachers need to learn to have an up-to-date technological classroom will take time and practice.
This leads into making sure teachers have adequate training and preparation to advance
into the classroom of the future. Much of the training teachers have received is not sufficient,
either it starts above their level or they have just not had enough experience to feel confident to
implement their skills into the classroom. Models, coaches, and mentors can help educators to
move to the next level of technology integration.
Qualitative method. To answer the above research questions, it was necessary to develop a
qualitative research design that explores teachers beliefs and actions centered on technology

usage during classroom instruction. It was the intent of the researcher to understand how the
teacher utilizes and implements technology in the classroom at EHES within the context of a
teacher survey and interviews. The survey and interview were designed to determine teachers
current use of technology, whether or not they value technology as an instructional tool within
the classroom, and what if any type of professional development they would find beneficial. The
research method used to investigate this problem is the gap analysis framework.
Evaluation
To evaluate the outcomes from the solutions presented in this gap analysis full
implementation of the process would need to occur. As EHES is at the beginning stages of
implementation, some of the areas may not be able to be fully evaluated. To start with,
observing the reaction of the stakeholders that are directly involved in the increased professional
development and use of technology in the classroom and if they are learning what is necessary to
learn. Second, is to determine if there is an increased amount of professional development that
leads to an increased amount of technology usage. Third, looks at the cross over between the
trainings that have occurred and the actual usage in the classroom. Finally, the closing of the gap
will show the effectiveness from the solutions provided above.
Level 1. The positive or negative reaction the staff will have to the solution (Rueda,
2011). Overall, the staff wants help with the technology that is available at EHES. They also
stated the desire for more professional development on learning applications so they can be used
effectively in the classroom. Teachers want to understand how to integrate technology into
instruction to provide quality learning experiences for the students. The teachers use technology
in their planning and prefer to use technology in the classroom.
Level 2. The solution will impact the current level of knowledge once the staff progresses
through the levels of Blooms Taxonomy (Rueda, 2011). There have been very few professional
developments at EHES that are directly related to the use or knowledge of technology. Actual
hands on professional developments will have to transpire before this level can be fully
evaluated.
Level 3. For transfer of learning, teachers are able to use their learning in a variety of
contexts (Rueda, 2011). EHES must initiate trainings before transfer will be able to happen.
Level 4. This level will show the closing of the gap if, in fact, the solution is correct
(Rueda, 2011). To close the gap of lack of technology usage at EHES, professional development
and practice must happen to be able to determine if the solutions presented are successful.
Conclusion
This study has taken a deeper look at the lack of technology, as well as, the lack of usage
of the minimal amount of technology in place at EHES. The purpose of this study was to
determine the teacher perceived barriers, supply teachers with training, and furnish the
technology essential in providing students with high-quality learning experiences. The
theoretical framework used for this study was the gap analysis framework. Qualitative data was
utilized to look specifically at teachers beliefs and actions in regards to technology integration in
the classrooms at EHES. This study has the ability to transform the quality of instruction and
learning at EHES. As some of the key components fall into place it will be interesting to see
how much of a difference this study will make in providing the quality instruction and learning
students deserve. Other school sites that are in the same stages of technology integration may
also benefit from the solutions provided in this study.