Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities

Abstract

Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this study explored these perceptions among urban K-12 teachers. Results suggested urban teachers lag behind their counterparts related to perceived effectiveness of technology. In addition, respondents indicated technology is not utilized frequently. The results revealed personal trial and error as the most common way of new knowledge and skill acquisition. Participants reported lack of student access to Internet at home as the largest barrier to technology implementation, followed by financial cost. These findings suggest urban teachers may need more guidance and professional development on how to effectively integrate technology into the classroom. Through the development of more thorough understanding of urban teacher usage of technology, administrators may design more effective continued learning opportunities. It is recommended future investigation be conducted across multiple states to investigate technology usage by grade level and content area to best equip urban teachers to effectively implement technology in their teaching practices.