The Integration of Hardware, Software, and Technology Tools into the Classroom of Business/Marketing Educators in Alabama

Abstract

This study was designed to investigate: (a) the degree to which business/marketing education teachers in Alabama integrate technology into their classrooms; (b) if technology is not integrated, the barriers preventing integration by business/marketing education teachers; (c) the degree of perceived competency of business/marketing education teachers in Alabama to integrate technology into the classroom. Data were analyzed using the following statistical procedures: Descriptive, Analysis of Variance (ANOVA), and t-test. The majority of respondents were female (84.5%). The highest reported age category was between the ages of 51 to 60 (31.9%). The largest percent of respondents taught at a county school (56.9%). Most respondents have been teaching for 6 to 10 years (25%). The majority of respondents reported barriers as extrinsic. The leading barriers in all categories were budget constraints and Information Technology limitations. There were no differences in use of hardware and technology tools based on their type of school, highest degree earned, or certification level. However, there were differences in the use of hardware and technology tools based on years of teaching experience. There were no differences in the use of software. Taken as a group, the business/marketing teachers responded that they perceived themselves as less than moderately competent in the use of software (M = 28.03) and technology tools (M = 29.41). However, teachers responded that they perceived themselves as moderately competent in the use of hardware (M = 40.71). In this study, business/marketing educators indicated the need for professional development in the area of effectively integrating technology. They also indicated a need for professional development for increasing their competence level and overcoming barriers of integrating technology.