A Descriptive Case Study: Elementary Teachers’ Technology Acceptance and Classroom Integration

Jenny Whitt

Document Type Article


The purpose of this descriptive case study was to examine elementary teachers’ technology acceptance in the context of a student-supported professional development model in an elementary school located in the southern part of the United States. In this study, technology was defined as Internet, iPad™, or laptop use in a classroom environment as an instructional and learning tool. Face-to-face open-ended interviews, a survey, and archival data in the form of observations collected yearly as part of program evaluation for professional development were all used to answer the research questions. Research questions focused on (a) the impact of a student-supported professional development model on teachers’ perceived ease of use, perceived usefulness, and intent to use technology in classroom instruction; (b) the impact of a student-supported professional development model on teachers’ actual use of technology in classroom instruction; and (c) the impact of sustained, student-supported professional development of technology on teachers’ willingness to integrate technology into classroom instruction. The theory guiding this study was the technology acceptance model (TAM), which focuses on user acceptance of an information system (Davis, 1989). The theory of reasoned action (TRA) is the foundation for the TAM (Davis, 1989). Data analysis followed the process of Yin’s (2011) five-phased cycle including compiling, disassembling, reassembling, interpreting, and concluding.where I sorted data, created and broke down codes that resulted in new codes then themes, wrote narrative, and formulated conclusions based off of my entire study. The four themes that emerged during the analysis of this case study included: skill and knowledge development, lack of use prior to intervention/professional development, successful experience with technology, and evidence of acceptance and integration.