Technology expenditures have consistently cost school districts in the United States billions of dollars a year; however, studies have shown that these costs have not resulted in technology integration in our schools. Principals and teachers have consistently stated that, while they are in favor of technology integration as a school goal, barriers to the integration of technology have blocked successful implementation. This study focused on principals ' perceptions of possible strategies for addressing the barriers to the integration of technology in the elementary setting. The identified barriers to technology integration included: a lack of access to technology, a lack of professional development, and a lack of teacher time for mastery. This study added to the limited research on the principals ' perceptions to these barriers, not by examining the barriers, but rather the possible solutions for addressing these barriers. Data from a principal survey provided insight into the extent to which principals perceived the ability to implement these solutions as a function of their level of knowledge, their attitudinal predisposition, or their organizational capacity.

John F. Kennedy said, “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. ” I hope that I can apply what I have learned throughout my schooling to benefit others, as I am the product of good teachers. The completion of my program has given me great tools that I will utilize to improve the education and lives of others. To everyone who has been a part of my journey, I thank you. Specifically, I have truly enjoyed my experience as a student at Rutgers University. It was always one of my dreams to attend a large university, let alone achieve the highest milestone by completing my doctoral work there. Without the insight and direction of the Rutgers faculty, my graduate experience would have been a dead end from the beginning. I am most gracious to my advisor, Dr. James R. Bliss, who helped afford me the opportunity to become a graduate student at Rutgers nearly ten years ago and guided me throughout the doctoral process. His years of believing in me and caring support have made a difference. I would also like to acknowledge Dr. Matthew J. Mayer