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Perceptions of Middle School Teachers on Technology Integration

Perceptions of Middle School Teachers on Technology Integration
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Author(s): Inaya Jaafar (The Chicago School of Professional Psychology, USA & North Bergen School District, USA), Aubrey Statti (The Chicago School of Professional Psychology, USA) and Kelly M. Torres (The Chicago School of Professional Psychology, USA)
Copyright: 2021
Pages: 17
Source title: Emerging Realities and the Future of Technology in the Classroom
Source Author(s)/Editor(s): Inaya Jaafar (The Chicago School of Professional Psychology, USA) and James M. Pedersen (Delaware Valley University, USA)
DOI: 10.4018/978-1-7998-6480-6.ch002

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Abstract

Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.

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