The process of refining my STEM issue has narrowed sufficiently to a focus that is manageable. Originally, I had wanted to examine the time required to learn and implement technology versus the time constraints of a demanding curriculum.
What I would like to research and explore is still in regards to time, but more towards the aspects of professional development and the teacher, and barriers or factors affecting this implementation. The references I feel most appropriate are included at the end of this post.
My interview helped to guide my thinking in refining my issue. My subject has had a course in familiarization with different software, but nothing on Smartboards, per se. He felt that there is little to no training of this sort in school for teachers. In-service is a good beginning, but it not enough. There needs to be time to play with it, learn from experts, observe classes and perfect techniques, otherwise you might as well go back to an overhead. There needs to be familiarity with web resources that are tied to efficacious use of the Smartboard.

The issue of professional development and time was echoed in a number of my ETEC colleagues in their respective interviews. To name just a few: Julie spoke of her interviewee wishing there was a more collaborative environment for learning about new technologies, and that time was a barrier for meaningful learning with technology. Stacey and Jerry both reflected this theme from their interviews, as did Alicia, Jennifer and Jaime. The sheer commonality of this theme resonated with me and further strengthened my ideas about how to best approach, investigate, and engage the issue of time as a specific barrier to effective integration of digital technology in classrooms

• Bennison, A. and Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1):31-56.
• Chen, C.-H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1).
• Cooper, D. (2001). Teachers take on technology. Teach, , 30-30. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/214500480?accountid=14656
• LaPorte, Mark. (2000). Technology and teacher productivity. Retrieved from http://4teachers.org/
• Lesgold, A. (2003, October). Determining the effects of technology in complex school environments. In G. Haertel and B. Means (Eds.), Evaluating Educational Technology: Effective Research Designs for Improving Learning. New York: Teachers College Press.
• Lowther, D. L., Inan, F. A., Daniel Strahl, J., and Ross, S. M. (2008). Does technology integration ” work” when key barriers are removed? Educational Media International, 45(3):195-213
• Monroe, E. & Tolman, Marvin (2004). Using technology in teacher preparation: two mature teacher educators negotiate the steep learning curve. Computers in the Schools, 09/2004, Volume 21, Issue 1-2, pp. 73 – 84
• Roschelle, J. & Jackiw, N. (2000). Technology design as educational research: interweaving imagination, inquiry & impact. In A. Kelly & R. Lesh, (Eds.) Research Design in Mathematics & Science Education. Pp.777-797 Amsterdam: Kleuwer.