Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development

This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study.

► Positive perceptions of access, beliefs, and vision after mentoring for one year.
► Perception of time grew increasingly negative over time.
►  Integration more difficult after transition from mentor to communities of practice.
► Many perceptions and practices sustained nearly a year after transition.
► Observations validated many of the teacher's perceptions of the barriers.