VETERAN TEACHERS’ RESISTANCE FACTORS TO TECHNOLOGY USAGE IN THE FACE OF CHANGE IN THE SECONDARY CLASSROOM IN NORTHWEST ALABAMA

Oct 15, 2026

Technology permeates everyday life and reshapes classroom instruction, yet veteran teachers experience distinct challenges when adopting new tools. This descriptive qualitative study examined technology use among veteran teachers in rural Northwest Alabama. Forty veteran teachers completed an online survey on technology perceptions, and 12 participated in purposeful sampling interviews to elaborate on survey responses. Results highlighted the need for greater administrative support, professional development that is both plentiful and practical, and reduction of barriers impeding effective technology integration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Purpose of the Study

Research Question

Background to the Study

Framework and Literature Review

P-12 Education Studies VETERAN TEACHERS’ RESISTANCE FACTORS TO TECHNOLOGY USAGE IN THE FACE OF CHANGE IN THE SECONDARY CLASSROOM IN NORTHWEST ALABAMA Elyse Aldridge and Monique Gardner Witherspoon Samford University Abstract Technology has inserted itself into everyday life. This includes the classroom and instructional practices; however, veteran teachers face unique circumstances with technology. Veteran teachers are looking for leadership in the face of current technological changes. Using a descriptive qualitative approach, we examined the current use of technology in veteran teachers’classrooms in rural Northwest Alabama. Forty veteran teachers answered an online survey about their perceptions of technology in daily instruction , and 12 were selected via purposeful sampling to complete an interview to expound on the survey responses. Findings revealed that these veteran teachers wanted more administrative support, copious yet practical professional development sessions, and removing as many barriers as possible. Author Note: The authors provide permission to publish this manuscript. Correspondence concerning this article should be addressed to Dr. Elyse Aldridge, Phone: 205-269-0412, Email: [coachaldridge@gmail.com](coachaldridge@gmail.com) Keywords: veteran teachers, instructional practice, technology, TPACK Introduction In this article, we present findings from a qualitative study to explore the resistance factors that veteran teachers face when implementing technology into their instructional planning and practices. We surveyed and then conducted semi-structured interviews with 12 veteran teachers to determine what they perceived to be barriers to technology and planning in their classrooms. As a result of our findings, we present ideas and methods for veteran teachers to overcome the implementation barriers. Purpose of the Study Despite researchers’ findings on technology implementation and teachers, there has been a lack of information about veteran teachers, especially those teaching in rural communities. Therefore, the purpose of this descriptive study was to describe resistances that prevent or delay veteran teachers in rural Alabama from integrating technology into their instructional design and planning processes. These resistances included potential physical or psychological barriers when implementing technological components to their pedagogical practices. Research Question The overall guiding qualitative question for this study was as follows: What resistances do veteran teachers have to prevent appropriate and usable technology integration into the secondary content classroom? Background to the Study The use of technology has been a paradigm shift in education today and has been more than a passing trend. It has become a mainstay in today’s ever-changing world. It has also been an essential function of today’s educational umbrella. This specific need for classroom technology has made appropriate and proper technology implementation key to positive technological success, such as learning management systems and file-sharing programs. Today's students have been identified as daily consumers and patrons of technology. They need to be treated as such by teachers prepared to complete the task of putting a quality lesson before the students. In recent years, many students could access various technological opportunities. In contrast, teachers may not be as up-to-date on the technological changes. Smith stated,“Today’s students are early adopters of new technology, creating new uses for many technology products to meet their sophisticated needs. They serve as technology trendsetters for their peers, and increasingly for their parents and teachers”(2015, p. 349) . Kormos (2018) stated a disparity between students, novice teachers, and veteran teachers’use of technology, which can cause a separation of academic goals. This disparity was due to an age gap between younger students and

FAQs

What problem does the study address about veteran teachers and technology?

The study explores resistances veteran teachers face when implementing technology in secondary classroom instruction, particularly in rural Northwest Alabama.

How was data collected for this qualitative study?

Forty veteran teachers responded to an online survey, and 12 of them were selected through purposeful sampling to complete semi-structured interviews.

What barriers did the findings emphasize for technology integration?

Veteran teachers reported needing more administrative support, relevant professional development, and removal of as many barriers as possible to enable effective technology use.

Oct 15, 2026

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