Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Abstract

This study examined the thoughts of preservice teachers about technology integration andcollected their ideas about possible barriers to technology integration in education. Withthis aim, the participants were asked two key questions which are (1) “What does‘Technology Integration in Education’ mean to you?” and (2) “What might be the possiblebarriers to technology integration in education?”. A total of 76 preservice teachers, whotook the course “Integrating Technology in Education” during their Elementary TeacherEducation program took part in the study. The data were analyzed by using descriptiveanalysis method in this qualitative study. As a result of the study, it was revealed thatpreservice teachers have critical perceptions related to technology integration, such aseffective use of technology, inclusion of technology in the course curriculum, increasingengagement, visualizing the course content, working with administrators to integratetechnology, and being able to teach with technology that cannot be taught beforehand. Asfor the external and internal barriers, the participants commented that lack offunding/budget, lack of equipment, lack of ability, and time are major barriers totechnology integration in education. Unlike the other studies in the relevant literature,preservice teachers stated parents and security as barriers to integrating technology ineducation.