Abstract
This study addressed how technology was being integrated in the teaching/ learning process in secondary marketing education programs for four distinct and independent phases: Exploration, Experimentation, Adoption, and Advanced Integration. The study was based on the Kotrlik/Redmann Technology Integration Model©. The phases in which marketing teachers are most active are exploration of the potential of using technology in the teaching/learning process, and adopting technology for regular use in instruction; they are functioning at a fairly strong level in both phases. They are not very active in the experimentation phase, but they are operating at a moderate level in the advanced integration phase. Teachers perceive that minor barriers exist that prevent them from integrating technology into the teaching/learning process and they perceive they are good teachers. Marketing teachers are not experiencing anxiety when attempting to integrate technology into the teaching/learning process. Teachers' technology anxiety, and their perceptions of their own teaching