Building-Level Support for Technology Integration In-Service Teachers: An Overview

Abstract

This study explored in-service teachers' perceptions concerning building-level support for technology integration into instructional content areas. A qualitative method and a transcendental phenomenological approach were used to thoroughly investigate the experiences from the participants' perspectives using demographic surveys and semi-structured interviews. According to the study's findings, in-service teachers had various experiences with support for technology integration at the building level. In-service teachers expressed concerns about the building's support levels for seamless technology integration in the classrooms, citing insufficient web-based interconnectivity for utilizing available educator instruments for their discipline, proper acclimation of equipment tools used by the school district, and a lack of computer resources for implementing seamless technological innovations in the classrooms. A leader who actively supports the situation of the teachers is needed for cooperative building-level technology-driven provisions.