Technology Integration Education Issues
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This document discusses several issues that can inhibit the effective integration of technology in education, including lack of resources like insufficient access to appropriate technology, scarcity of time for educators to learn new technologies, and lack of adequate hardware and software. It also notes that lack of teacher training, buying technologies just because they are a good deal without considering educational application, lack of instructional time, incompatibility with existing systems, attitudes and beliefs of teachers, and subject culture can all pose barriers to technology integration.
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Technology Integration Education Issues
- 1. Technology Integration in Education Issues Baluyot, Nicole F. III - BSITE
- 2. LACK OF RESOURCES INSUFFICIENT ACCESS SCARCITY OF TIME LACK OF TECHNOLOGY
- 3. • INSUFFICIENT ACCESS -When the school does not have appropriate amounts and suitable types of technology in locations where teachers and students can use them in appropriate ways, then the technology is meaningless. • SCARCITY OF TIME - Integrating technology into a curriculum can be truly timeconsuming, especially when it must be aligned with curriculum, standards and other goals. Educators must spend hours previewing websites, gaining familiarity with hardware and software, and acquainting themselves with various programs. • LACK OF TECHNOLOGY -Without adequate hardware, software, internet access, and the like, teachers and media specialists may find it difficult to truly integrate technology.
- 5. Teachers need to be trained in new technology purchases in order to use them effectively. They need to understand the benefits to learning and also to themselves.
- 6. BUYING BECAUSE IT’S A GOOD DEAL
- 7. Most schools and districts have a limited amount of money to spend on technology. Therefore, they are often looking for ways to cut corners and save money. Unfortunately, this can lead to buying a new software program or piece of hardware just because it is a good deal. In many cases, the good deal lacks the application necessary to be translated into useful learning.
- 9. Sometimes software is purchased that requires a significant amount of classroom time to be fully utilized. The ramp up and completion time for these new activities may not fit within the class structure.
- 11. All school systems have legacy systems that need to be considered when integrating new technology. Unfortunately, the integration with the legacy systems can be far more complicated than anyone envisioned. The issues that arise during this phase can often derail the implementation of new systems and never allow them to take off.
- 13. The decision of whether and how to use technology in the curriculum ultimately depends on individual teachers themselves and the beliefs they hold about technology (Ertmer, 2005). In one study, students expressed concern that it often appeared that their teachers did not understand that technology plays a significant role in students’ lives outside of school. These students believed that if teachers had a better understanding of this, they would bring more technology into the classrooms (Spires, 2008). In other words, teachers' attitudes about student use of technology can serve as a significant barrier to its integration.
- 14. SUBJECT CULTURE
- 15. Subject culture refers to the ‘‘general set of institutionalized practices and expectations which have grown up around a particular school subject, and shapes the definition of that subject as a distinct area of study’’. Because of this set of institutionalized norms, teachers may believe that certain types of technology may naturally fit in with some course subjects or topics more easily than others.