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One of the most significant ideas that I got from the article was something that I try to relay to the fellow teachers in my school-The teachers competence with the technology has an impact on the perceptions of the students about the technology in the classroom. While the article was speaking about primary school teachers, it applies across K-12. Those that embrace the transition to technology make it easier for the students to embrace the change and become better digital citizens. Teachers that refuse to adapt create a combative environment in the classroom between methodologies used. It is difficult to collaborate with teachers when some use technology proficiently and often and others avoid it unless they are forced.
The other major idea that I took away was that there is a need for continuous training and coaching in order for teachers to develop the comfort level with the technology in order to use it to its full potential. Just having a lot of tech tools means little if nobody knows how to use them or has to spend hours studying in order to create a lesson. The ease of use comes from proper training and leadership.

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I think the idea that surprised me was when they stated that a teachers readiness to use technology had less to do with the age of veteran teachers, but more the number of years they had been teaching. Teachers new to the profession were more ready to implement the technology than veteran counterparts. I wonder if this is due to the number of second career teachers that are out there since while they are older than your typical Bachelors degree teacher, they are not as set in their ways as a veteran of the same age may be?

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One of the most significant ideas of the article was the importance of teacher technology training on the effective technology integration for student learning. The article discussed examples of technology available in schools but no significant change in student achievement. The primary variable in student achievement was the teacher in the room. The second significant idea was identifying the primary factors that influence technology integration in the classroom. the four main factors identified by the study were teachers technology knowledge, attitudes, skills, and school culture surrounding technology use.

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The concept map design I felt could have had more discussion about the dynamic nature of the relationships. For example, in some districts the school/district culture may be a large influence while in other districts the primary influence would be teacher attitudes or teacher preparation. I also thought the section on safety could have been expanded but there may not be a lot of research on how safety concerns impact technology integration.

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The article used a concept map to create a theoretical or conceptual framework for understanding the factors affecting primary teachers' use of digital technology. The concept map identified four influencing factors: teachers' knowledge, attitudes, skills, and school culture. These factors were further explored through the use of theoretical models and processes of reading. These theories and models were used to explain how teachers' attitudes, skills, and knowledge were affected by and influenced by school culture and how these factors can be used to promote digital literacy in the classroom.

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My interpretation of technology integration is using digital tools and resources to enhance teaching, learning, and communication in the classroom and beyond. Technology integration includes using computers, tablets, phones, and other electronic devices, as well as software programs and applications, to support subject matter instruction and facilitate student learning. Technology integration also includes using digital tools and resources to support communication and collaboration among teachers, students, and parents.

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The article discusses that teachers need guided training on how to use digital technologies and take the right decisions especially when they change so quickly. Additionally, technology integration in the classroom requires teachers to think critically about information found on the internet and evaluate and problem-solve in a digital environment.

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My interpretation of technology integration is implementing and utilizing technology to improve teaching and learning. It involves incorporating digital tools and other digital devices into lessons to enhance instruction for students while facilitating collaboration, communication, problem solving, and critical thinking in the classroom.

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One of the most significant ideas is the idea that teachers need proper training in order to maximize technology integration for student learning.
Another important topic the affect of having availability of technology in regards to helping build teacher confidence. So it is important to make sure enough is available for all teachers that may want access to it.

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One question I have is how difficult would it be to be to have people trained when technology is changing so often? It is important to notice that what may be popular one day could be less influential the next so getting teachers trained to properly use the technology could potentially be difficult. This leads to another question about the need to study longevity of technology before trying to implement technology as two examples that I remember reading about before was implementation of Beta tapes being replaced shortly after implementation for VHS and later on HD DVD's being replaced by Blu Ray.

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One of the most significant ideas for me was that not only does the teacher's ability and skill level play a factor in the integration of technology, but their attitudes about and towards the technology is almost as important. Additionally, the authors found that the culture and environment of the school plays an important role in the skills, attitudes, and ultimately the success of teachers when it comes to technology integration. Schools with quality training that supported teachers and made them feel respected and valued had more motivated teachers.

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There were two significant points in the article that caught my attention. The first was the importance of teacher attitudes and beliefs regarding the role that technology plays in the classroom. According to the authors, it is crucial to address teachers' perceptions of digital technology as well as their beliefs about its effectiveness and relevance in the classroom. A second point that stood out to me was the need for effective support and training for teachers who are integrating digital technology into their teaching practices. It is important for teachers to receive ongoing training that is tailored to their individual needs.

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This article helps to explain why many efforts of technology integration fail. Teacher beliefs are the number one indicator of student success. In short, if teachers do not think technology integration is necessary and not valued, they will not implement it. The same holds true for people leading a school or a district. Professional development is also important. Often teachers have PD and it is a one and done situation with no follow up to support them. Additionally, teachers need to have a say in the PD they receive. If teachers can contribute to the conversations surrounding professional development, they will most likely find it useful.

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According to my interpretation of effective technology integration, teachers must receive adequate support and training, along with appropriate attitudes and beliefs regarding technology in order to be confident and able to utilize technology effectively. It is important to increase student engagement and learning as a result.

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It is surprising that the more technology teachers and schools have available to them there are still a lot of barriers preventing them from using technology effectively. Teacher attitudes and beliefs, infrastructure that cannot support the all technology a school may have and professional development that does not support teachers play a big part in how technology is used in schools. I thought that more teachers will be excited to use technology and I am finding that even new teachers are finding integration difficult.

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I was surprised by how influential the school culture was on teacher's attitudes on technology integration. This is not something I had considered before as I come from a supportive and encouraging school culture when it comes to technology and I assumed that even if that was not the case, I would still try to use it with my students. After reading that section, I can absolutely see how that can happen. The teachers who are not as comfortable with technology would be least likely to try something new because of the lack of support with the implementation.

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From this article, it supported what I see at schools with the newer teachers and the veteran teachers and their approach to integration technology into the classroom. My question is how can schools work to help veteran teachers become more comfortable with using technology in the classroom? From my experience, the new technology is presented in a planning period with an overview and briefly how to use the tool and then it is over. I believe that it is important to help teachers see how they can use it in their classroom and provide coaching for these teachers to help them become more comfortable with the technology. How would you suggest helping veteran teachers?

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This article raises questions about the effectiveness of technology in primary education, the factors that influence primary teachers' use of digital technology, and the best training strategies for teachers to successfully integrate digital technology into their teaching practices. It also raises questions about the importance of creating new content, problem solving and safety when using digital technology in primary education. Mainly these questions were new territory for me because it focused on the primary level. When learning about new technology and technology integration, I usually think of it in specific regards to middle school students, and haven't put much thought into the primary level concerns mentioned.

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I was surprised to learn that novice primary teachers experienced device conflict due to their lack of experience with technology. I was also surprised to learn that attitude and perceptions towards technology integration can be affected by school culture, and that pre-service teachers need explicit instructions and guidance when integrating technology in their teaching practices.

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I was surprised to know, I don't know why, that the use of technology is not determined by the teacher's age but by the teacher's years of experience; younger teachers did not necessarily use technology more than older teachers. This finding makes sense if it is considered that teachers with more experience are more resourceful and have developed a toolbox to pull techniques and strategies out for use. I think this is so important when approaching teacher training and support. Therefore, we should not make assumptions on either side and address the needs in front of us if we can provide help.

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The article focuses on primary teachers, not other educational levels. From my previous experiences, I would think that the issues of primary teachers are probably the same as teachers at the secondary level. But I know that it is not good to assume and ask, are the findings and recommendations in this study the same for teachers at the secondary education level? And how should a school culture shift to one that encourages and cultivates a professional development community specifically addressing technology integration (TI)? If the school culture influences TI and TI influences the culture, it seems like a harmful cyclic process. How do we break the cycle?

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This quote from the article was intriguing..."When teachers were respected and valued for their work they were motivated to use technology more often." I have been exploring building culture and teacher motivation and this really hit home, because when you feel good about a place you will do the things that are requested. However, when you don't feel that great, it becomes... I am only doing what I have to do. I think that more administrations need to bear that in mind when they create culture shifts.

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Since the article explores that ideas that TI is affected by teachers' attitude, skill, knowledge, and culture, how can pre-service and in-service programs/mentorship work towards filling these gaps for teachers?