Research Proposal: Teacher Perceptions and Challenges in Classroom Technology Implementation

 

1. Introduction
The rapid integration of technology in education has transformed teaching methodologies, yet its effectiveness hinges on educators’ acceptance and ability to adapt. This study examines how K-12 teachers perceive classroom technology (e.g., interactive whiteboards, LMS platforms, AI tools) and identifies systemic, pedagogical, and personal challenges they face. Despite technology’s potential to enhance engagement and personalize learning, disparities in training, resource access, and institutional support often hinder successful adoption. Understanding these factors is critical for designing targeted interventions that align edtech with teachers’ needs.

2. Research Objectives

1. To assess teachers’ attitudes (enthusiasm, skepticism, or resistance) toward classroom technology.

2. To identify key challenges (technical, administrative, or student-related) in implementation.

3. To explore how demographic factors (age, subject taught, experience) influence perceptions.

4. To propose policy and training recommendations for sustainable edtech integration.

3. Literature Review
Prior research highlights mixed teacher responses to technology: some view it as a tool for innovation (e.g., flipped classrooms, gamification), while others cite increased workloads and distraction risks (Selwyn, 2019). Barriers include inadequate professional development (Ertmer & Ottenbreit-Leftwich, 2010), equity gaps in student access (Warschauer, 2020), and misalignment with curricula (Cuban, 2018). This study builds on such findings by investigating contemporary tools (e.g., generative AI) and post-pandemic adaptation challenges.

4. Methodology

• Participants: 100+ K-12 teachers from diverse schools (public/private, urban/rural).

• Data Collection:

  • Surveys: Quantify perceptions using Likert-scale questions on tech utility, training adequacy, and barriers.

  • Interviews/Focus Groups: Qualitative insights into lived experiences (e.g., “How does tech alter lesson planning?”).

  • Classroom Observations: Document actual tech use versus reported practices.

• Analysis: Thematic coding (qualitative) and descriptive statistics (quantitative).

5. Expected Challenges

• Participant recruitment bias (overrepresentation of tech-comfortable teachers).

• Rapid technological evolution outpacing study timelines.

6. Significance
This research will inform:

• Teacher Training: Tailored professional development programs.

• Policy: Advocacy for equitable resource distribution.

• EdTech Design: User-centered tools addressing classroom realities.

7. Timeline

• Months 1–2: Literature review and tool design.

• Months 3–4: Data collection.

• Months 5–6: Analysis and report drafting.

8. Conclusion
By centering teacher voices, this study aims to bridge the gap between technological potential and practical implementation, fostering sustainable edtech integration.

Appendices: Survey/Interview Protocols, Consent Forms.

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