Changing negative teacher beliefs regarding technology integration in Alaska's frozen north

Abstract

The field of education was facing great changes long before the onslaught of COVID-19. Beyond social-distancing, budget-friendly ways of structuring education, and practicing personalized learning, effectively using educational technology in the classroom is vital to connecting with youths who are increasingly social media-driven. Despite the development of advanced educational technology, many teachers remain either technologically illiterate or unable to incorporate this transformative technology into their teaching practices. This study of 93 teachers in Alaska’s Interior identifies the most significant obstacles to integrating technology and how they believe their school district can best support them in learning about and implementing that technology into their classrooms. If seasoned educators are given a voice, then they will tell their school districts that they need more and better ways to integrate technology successfully into their classrooms.