Technology Integration in Education Issues

Baluyot, Nicole F.

III - BSITE

LACK OF RESOURCES

INSUFFICIENT ACCESS

SCARCITY OF TIME

LACK OF TECHNOLOGY

• 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 time-

consuming, 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.

LACK OF TEACHER TRAINING

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.

BUYING BECAUSE IT’S A GOOD DEAL

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.

LACK OF INSTRUCTIONAL TIME

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.

INCOMPATIBILITY WITH EXISTING SYSTEM

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.

ATTITUDES AND BELIEFS

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.

SUBJECT CULTURE

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.