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TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING, External - Coggle Diagram
TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING
CHALLENGES AND ISSUES
Access Constraints
Insufficient equipment or connectivity
Early accounts of technology integration focused much of their interest on increasing the availability of computers in schools (Fisher, Dwyer, & Yocam, 1996).
Many students do not have regular and reliable access to a computer
Consistent 1:1 computer access is highly desirable but by 2009, there are 5.3 students to every computer in the classroom (Gray et al., 2010).
Training
According to Ertmer (2012), the most commonly cited reason for lack of technology implementation in the classroom is inadequate professional development and training.
Technology is constantly changing that teachers need to stay up-to-date with their technological expertise
Even if we were to hire only teachers who were literate in current classroom technology, countless new technologies will be developed during their teaching careers.
Need to undergo additional training to keep their skills current
Professional development as a major barrier to technology implementation.
Schools should verify their chosen training focuses on technology for student instruction because of limited budget
School administrators should seek assistance to identify and provide ongoing training.
Support
Teachers should have access to extended support from trained professionals.
Creators of educational technologies should also place increased emphasis on user support
Teachers require more technical support just to use the new technology
teachers require more technical support just to use the new technology
Internal
Teacher Attitudes and beliefs
Teachers' confidence in skills and knowledge
Many current teachers grew up without access to technologies like the personal computer and the internet, but students today are raised in an environment saturated by computer technology.
These “digital natives” can intimidate teachers
Teachers' belief about technology and learning
More traditional educational beliefs have been related to less integration of computer-based technology in classrooms (Hermans, Tondeur, van Braak, & Valcke, 2008).
Teacher regards student learning as primarily dependent on explicit teacher teaching
Classroom activities will be driven by the traditional chalk-and-talk approach
Teacher Resistance to Technology in the Classroom
Many teachers are satisfied with their current lesson plans.
If current lesson plans meet the needs of students, there is very little motivation for the teacher to alter them
Simply revising lesson plans can occupy a great deal of time, but revising lesson plans to incorporate technology is even more labor intensive
External