Abstract

There are many factors that influence technology integration in the classroom such as teacher willingness, availability of hardware, and professional development of staff. Taking into account these elements, this paper describes research on technology integration with a focus on principals’ attitudes. The role of the principal in classroom practice was found to be substantial. The purpose of this research was to assess the current attitudes concerning technology integration in schools from the school principal’s perspective. This research investigated the value principals place on using technology in student learning, what principals believe prevents teachers from succeeding in technology integration, what can best facilitate teacher development, and if principals perceive peer coaching or mentoring to be a viable option. The research herein consisted of a survey and an interview to help assess principals’ attitudes regarding the importance of technology integration, the perceived challenges and whether or not teacher coaches are a viable option for the future. This examination concluded that most principals in this research study value technology in education, perceive teacher willingness and professional development to be the strongest obstacles, and think teacher coaches would be a viable option for success. This study sheds light on a couple of paths for future research.

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