Difficulties Facing Middle School Teachers in Integrating Technology into the Curriculum from the View Point of Educational Supervisors

Abstract

The purpose of this study was to identify difficulties that face middle school teachers in integrating technology into their curriculum from the perspective of educational supervisors. The study followed a survey methodology, and a questionnaire was sent to (60) educational supervisors to get their input on the matter. Means and standard deviations were calculated for every statement in the survey. Mann- Whitney and Kruskal-Wallis tests were used to identify any differences in participants’ responses to the survey items based on some variables. Results of the study revealed that all participants have agreed to all the difficulties mentioned in the survey except for those relating to attitudes toward technology integration, where participants were neutral toward these difficulties. Difficulties related to maintenance and technical support, and hardware and services were agreed upon very highly. Whereas difficulties related to training, process of executing, students and technology, and management were agreed upon to a limited extent. The results also revealed no significant differences between participants in their evaluation of the magnitude of difficulties based on their demographic variables (academic major, age, years of experience, ownership of a personal computer, and previous training in computer technologies).