Abstract
Purpose. The primary purpose of this study was to identify the dominant factors which motivated teachers to initiate and carry out an educational change effort, specifically the integration of technology with the curriculum. A second purpose was to identify the curricular area in which teachers first integrated technology. A third purpose was to determine whether significant differences existed among teachers in their identification of a particular factor with regard to the following variables: grade level assignment and years of teaching. Methodology. A combined descriptive/ex post facto research design was used in this study. Telephone interviews were conducted with a random sample of eighty technology "integrators" (forty elementary and forty middle/high school teachers) from eighty Kern County, California, schools. Specific criteria were used by principals to identity teachers for participation. Data were analyzed using a chi-square test of independence to determine whether significant differences existed in the factors identified by elementary and middle/high school teachers and in relation to their years of teaching experience. Findings. Nine dominant factors were identified as motivating teachers to integrate technology with the curriculum. The top five factors included: (1) students' interest in, enjoyment of, and motivation to use technology; (2) a desire to prepare students for the future; (3) personal interest and background experiences in technology; (4) viewed technology as a means to improve teaching practices; and (5) saw that technology can help students learn. The greatest number of teachers indicated that they first integrated technology in language arts. The dominant factors identified by teachers as motivating their technology integration were largely unrelated to grade level taught and years of teaching experience. Conclusions and recommendations. Educational leaders who wish to encourage teachers to use technology, should consider: (1) providing teachers with opportunities to observe students using technology in classrooms where it is integrated with the curriculum; (2) making teachers aware of the important role technology will play in students' lives in the future; (3) giving teachers opportunities to see how using technology for professional uses may improve teaching practices; (4) giving teachers latitude to use technology for personal uses; (5) providing teachers with software programs in language arts.