Most of the literature I read concludes that the schools in the United States are embracing the idea that technology should be used with students yet there are barriers regarding technology integration that are slowing its implementation.
- lack of equipment, not enough time to learn how to use the digital tools, inadequate technology skill levels by both students and teachers, difficulties with scheduling, access to software and the Internet and large class size were the biggest obstacles teachers reported that prevented them from integrating technology (Bauer & Kenton, 2005) (Light, 2007).
- Many teachers earned degrees at a time when educational technology looked very different. These teachers may not appreciate the value of integrating technology or understand its relevance to teaching and learning (Kohler & Mishra, 2009).
- · Many teachers are stuck on the fact their students may know more than they do about technology. (Walker, 2009)
Throughout my teaching, colleagues shared many of those reasons why they were choosing not to integrate digital technologies. However, there was an additional rationale at my school given by my peers for not integrating digital technologies. It was the fact that our students were scoring very high on state tests (92% +) from instruction obviously using older tools that still work; overhead projectors, books, video and tape players, dry erase boards, paper, pencils and hands-on manipulatives. Many of my peers have asked why change when things are working?
Scott McLeod (2008) poses this question on his weblog which confronts that type of thinking, “Given the realities of our modern age and the demands of our children's future, is it really okay to allow teachers to choose whether or not they incorporate digital technologies into their instruction?”
How would you respond? (Click here to see the response I formed)
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