Date of Award

Summer 2022

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Michael Grant


The purpose of this action research was to explore mathematics teachers’ current instructional practices and perceptions of technology integration, as well as the perceived barriers that influence their technology integration in the classroom. Teacher perceptions of technology integration at this public middle school. Across the country, states have partnered with federal efforts, taking an active role in building a technology-rich learning environment in their states (Education Superhighway 2017). Teachers have access to a wide range of tools and practices that involve using and creating appropriate technological processes and resources to facilitate teaching, engage students, and improve learning outcomes (Richey & Klein, 2008). This research study focused on three research questions: (1) What are mathematics teachers’ current practices of technology integration in classrooms at Magnolia Middle School?, (2) What are mathematics teachers’ perceptions of technology integration in classrooms at Magnolia Middle School?, and (3) What are the barriers that influence mathematics teachers’ perceptions of technology integration in classrooms at Magnolia Middle School? The setting of this study was at a public middle school, and the study took place over a sixteen-week period. Five mathematics teachers served as participants. These mathematics teachers delivered face-to-face in-person instruction to students in a regular education classroom setting. Data were collected through online surveys, in-person interviews, and classroom observations. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed using inductive analysis. Findings indicated that teachers possessed different levels of technology skills and incorporated a variety of instructional practices to integrate technology in the classroom. The primary barriers perceived by included lack of adequate professional development specific to their instructional content, lack of time to properly integrate technology in the classroom, technology malfunction issues related to technology integration, and issues related to students’ use of technology. Teachers with high levels of technological skills were observed to incorporate the use of technology in the classroom with more comfort and confidence.


© 2022, Charlene Jeffreys