William S. Long Professor and Professor of Education Jeffrey Carpenter and his co-author published the peer-reviewed research article in the "Journal of Research on Technology in Education."
Dr. Jo Watts Williams School of Education faculty member Jeffrey Carpenter recently published research on teachers’ perceptions of technology in the journal “Journal of Research on Technology in Education.” This is the seventh article he has published in the journal during his career.
Carpenter collaborated on this research with Bianca S. Biadeni, currently a doctoral student at the Escola Superior de Propaganda e Marketing in São Paulo, Brazil. During the 2024-25 academic year, Biadeni spent five months at Elon completing a research internship with Carpenter, funded by the Brazilian government. Their article, “Exploring teacher perspectives on contemporary complexities in K-12 ICT integration,” resulted from that internship, and can be found online.
The article abstract reads as follows:
“Although the COVID-19 pandemic accelerated information and communication technology (ICT) use, concerns around the impacts of technology on young people are on the rise. The contemporary influences on teachers as they make decisions about ICT and how different contextual elements affect their technology use are not well understood. To address this literature gap, this qualitative study collected data via interviews with K-12 teachers (N = 16). Data were analyzed first inductively and then based upon a social-ecological model. Participants described various influences that impacted their perceptions and uses of ICT, from internal and external considerations, to proximal and distal contextual forces. They reported paradoxes and tensions that they grappled with as they considered ICT use. Varying degrees of optimism, skepticism, and ambivalence regarding technology were all evident. We discuss these findings in relation to literature and theory around teacher ICT use, and offer implications for researchers, practitioners, policymakers, and professional learning.”