A Social Network Approach to Diffusion of Educational Technology Integration in the Early Childhood Grades

Abstract

The purpose of this qualitative case study was to explore the social network structure of one rural PK-8 school in the Midwest implementing an educational technology integration initiative at the PK level. Participants in this study were purposefully selected based on their role in the 1:1 technology integration initiative, which included classroom teachers, two principals, one superintendent, and a district grant writer. Data were collected through surveys, interviews, observations, and document review. The data in this study indicated that external and internal isolation and social influence hindered the full adoption of classroom technology. The finding of this study suggests that the school's leadership plays a vital role in the development of the social system and the ultimate adoption of technology integration.