The authors present findings from a study that examined teachers' perceptions of their school environment in terms of factors that enhance or prohibit the use of instructional technology. The study also investigated whether the technology implementation environment varied for schools at different locations and different levels. Both quantitative and qualitative data indicated that the most serious problem in K-12 technology implementation was time constraints, followed by technical problems that could not be taken care of in a timely manner. The authors suggest that suburban schools have the most favorable conditions in all aspects of technology implementation support and note that no significant differences were found between school levels.
School environment and technology implementation in K–12 classrooms
Computers in The Schools, 26(783016864), 89-106.