Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

• Published in: Journal of Montessori research Vol. 3; no. 1; pp. 16 - 29
• Main Author: Jones, Sara Jolly
• Format: Journal Article
• Language: English
• Published: American Montessori Society 15.05.2017; University of Kansas
• Subjects: Case Studies; Educational Technology; Elementary School Teachers; Interviews; Lesson Plans; Montessori; Montessori Method; Observation; Pedagogical Content Knowledge; Public Schools; Qualitative; Qualitative Research; Teacher Attitudes; Teaching Methods; Technological Literacy; technology; Technology Integration; Technology Uses in Education; TPACK; Urban Schools
• ISSN: 2378-3923; 2378-3923
• DOI: 10.17161/jomr.v3i1.6458

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.