Ed 6620 Assignment #2

Barriers to Implementing Technology in the Classroom

Introduction

According to Fabian (2009), there are approximately 1.5 billion Internet users around the world, and people spend four to seven hours a day using a computer.  Statistics like these tell us that technology is used extensively, but is it being used effectively in the context of teaching learning? The United States Department of Education (2002) reports that only 42% of youth aged 5-17 are using the Internet for school.  Donlevy (2005), in discussing the U.S. Department of Education’s National Technology Plan (2004) contends that schools are struggling with the management of new technologies.  He asserts that ineffective policies and strategies are in place, but even if they were effective, what good will policy serve if the technology is not implemented in the classroom?

These findings show that technology is not always being used effectively for teaching and learning, but whether or not technology will be used effectively in the future remains to be seen. Al-Bataineh, Anderson, Toledo, and Wellinski (2008), in their study of 49 US teachers, argued that technology will change education as a result of continued advancements and breakthroughs. This paper will discuss the barriers associated with the successful implementation of classroom technology in the K-12 school system, including lack of funds, lack of training, and challenges associated with integration and accessibility.

As someone who is employed in the education sector, I feel this is an important area to study, as technology in the classroom has always been a personal interest for me, and always has an impact on students.     

Barrier 1: Lack of Funds

            The struggle for money is a major barrier to technology in the classroom, and cannot be emphasized enough. Teachers can have the training required to teach with technology, but if the money is not there to purchase the technology, it cannot be used as a teaching tool. Technology is expensive, and is constantly changing: what might be state of the art technology today may be obsolete in one year.

Many schools have budget restrictions that simply cannot keep up with the pace of technology, therefore it may not make it to the classroom while it is still relevant, or at all. Lowther, Ross and Morrison (2003) in their study of 26 elementary teachers, indicated that using wireless laptops would save building and maintenance costs. This means that while in the long run, technology can save on fixed asset building costs, but the upfront costs are obviously high, which stands in the way of classroom implementation.

One solution to challenges related to budgets would be to place classroom technology in communal computer labs that have lots of technology, rather than place a little technology in each classroom. Becker (2000), analyzed a 1998 US survey of Teaching, Learning and Computing.  He suggested that in the future, technology should be put into classrooms rather than in a centralized location. This practice would eliminate high ranking on the “pecking order” (Hew & Brush, 2006, p.227) by technology related teachers. It would also help overcome the disadvantage of booking the computer lab that teachers of non-technological subject areas have when it comes to integration of technology. This means that every class would have a chance to use what technology is available for use, rather than not having certain technology available because it is being stored in someone’s classroom that is constantly in use. This helps make sure the technology is shared more equally amongst classes in any given school.

Another hindrance to integration of technology in the future is that schools are employing a limited number of technology specialists (Hew and Brush, 2006).  Means, Bakia and Murphy (2014) suggest that hiring a technology specialist for each school will greatly alleviate the stress on classroom teachers by having someone accessible to troubleshoot problems, as well as offer training and tips. To make matters worse, Cuban, Kirkpatrick and Peck (2001) found that these specialists are often overwhelmed.  Possible solutions to this issue include educating all preservice teachers in effective technology integration in the context of teaching and learning or hiring more specialists.

Barrier 2: Lack of Training

            In order for technology to be successful in the classroom, teachers must have the training required to effectively use it as a teaching tool. Even in cases where there are no budget related challenges, if classroom teachers do not have the proper skills and training to teach using the technology, it may be of no value, even if it is physically present. Al-Batenei, Anderson, Toledo and Wellinski (2008) surveyed 49 teachers in Illinois. They found that 16% of the teachers were uncomfortable with technology use and reported that the most frequent barrier to using technology in the classroom was the lack of familiarity with technology.

Teachers need to be familiar with technology in order to feel comfortable using it. Hew and Brush (2007) reviewed 48 empirical studies from 1995 to 2006 in the United States and countries abroad and identified lack of technological knowledge and skills as a major barrier to technology integration and one of the common reasons technologies were not being used. This means that there are cases where technology has been purchased and installed in the classroom, but is still not being used due to lack of teacher training.  Al-Bataineh et al. (2008) sampled 49 Illinois teachers and asked the participants what barrier had the most influence on implementing technology.  The most frequent response was lack of familiarity with the technology.  Hew and Brush (2006), in their literature review of 48 empirical studies, identified lack of technology-supported pedagogical knowledge and skills as a major barrier to technology integration. Just because the technology is in the classroom physically does not mean that teachers are able to effectively use it as a teaching tool. This is why training is such an important barrier to study when it comes to challenges associated with classroom technology.

One solution would be for school boards to offer low cost or offer free professional development training to teachers who need lessons or refreshers on technology. Doing different level professional development classes for teachers with different levels of skill would also be effective, as beginner teachers would not have a false start with technology in the classroom, and more advanced teachers would not be bored with what is being taught because they already know the material.

Barrier 3: Lack of Integration and Accessibility

It is up to teachers and administrators to make sure the proper teaching technological tools are being used in today’s classrooms. Administrators should work to make sure the technology is available, and teachers need to make efforts to use technology as a teaching tool once it is available. Chen and Price (2006), in their study of one hundred and seventy five teachers in the Chicago School System, stated that appropriate computer equipment is a prerequisite for classroom use of technology. Teachers can have the skills necessary to teach using technology, but if the physical technology is not available for use, then the technology cannot be integrated effectively into the classroom. Hew and Brush (2006), in their examination of forty-eight empirical studies, argue that without access to hardware in schools, integration of technology is not possible. To address this issue, technology should be integrated slowly in the future.  In a case study of a UK secondary school, Tearle (2004) suggested introducing technology into one or two subject areas at a time to make sure teachers have adequate resources.

Accessibility is another important barrier to technology. Technology must be easily accessible by teachers and students alike in order for technology to be successfully integrated into the classroom. Jackson (2015) states that students should be given the equipment necessary to fill the requirements of courses; for example, online courses require a computer with Internet, and alternate format material (course material on CD or DVD) would require a multimedia player. If you do not have the technology available on hand, you simply cannot participate in the learning process. The CD player is a marginal example, but Internet accessibility is a major challenge when it comes to using technology in the classroom, especially in rural areas where high-speed Internet access may not be available. Even if the hardware is available for use, and teachers have the skills required to teach using the technology, it is unlikely that they will be able to do much without the Internet, as so many teaching tools rooted in technology require high speed Internet in order to be effective.

Proposed Solutions and Future Directions Overview

Metzler and Sherman (1997) suggest it takes six to seven years for full technology implementation to take place in the classroom. Teachers need to be ensured that they have the time to master skills that may be new to them, and ensure their students are also given the time to master new skills. Learning styles are necessary in implementing technology to ensure teachers are given the opportunity to learn in the way that is most beneficial to them. It is necessary to provide a “combination of traditional workshops, in-classroom collaborations, mentoring, conferences, and whole-learning residential workshops” (Metzler & Sherman, 1997, p.57). The Apple Classrooms of Tomorrow (ACOT) program researchers have determined that there are five stages in which teachers go through while implementing technology in the classroom which include: the entry stage, the adoption stage, the adaptation stage, the appropriation stage, and the invention stage (Technology and Learning, 1994, p.39). These stages can take a number of years to work through. It is important for teachers to feel comfortable using the technology, and it has been shown that by allowing teachers to “play” with the equipment at home it shows greater significance in success. Metzler and Sherman (1997) believe that learning is something that comes from the being able to access technology without restriction, to have more equipment, motivation to actually use and learn about new technology, as well as a community of peers that are also trying to master the same skills. Below is an original image outlining some of the barriers discussed in this paper, as well as some of the proposed solutions:

Conclusion

The challenges discussed above are: lack of funds, lack of training, and challenges associated with integration and accessibility. One of the main things I learned while writing this paper is that in order to properly and effectively integrate technology into the classroom, all of the above barriers (and likely others that I did not have time to study yet) have to be overcome and addressed, not just one barrier or another. As an example, you can have no challenges related to budget, and a school can be equipped with the most amazing technological hardware, but it is meaningless if the teachers working there do not have the training required to use this technology as an effective teaching tool. To continue with this example, you can have trained teachers, and all the hardware required, but if you happen to teach in a rural area without high-speed Internet access, you may be unable to teach effectively. 

References

Al-Bataineh, A., Anderson, S., Toledo, C., & Wellinski, S. (2008). A Study of Technology Integration in the Classroom. International Journal of Instructional Media, 35(4), 381-387.

Becker, H.J. (2000). Findings from the Teaching, Learning, and Computing Survey: Is Larry Cuban Right? Education Policy Analysis Archives, 8(51). 

Castaño-Muñoz, J., Duart, J., & Sancho-Vinuesa, T. (2014). The Internet in face-to-face higher education: Can interactive learning improve academic achievement? British Journal of Educational Technology, 45(1), 149-159.

Chen, J. and Price, V. (2006). Narrowing the Digital Divide: Head Start Teachers Develop Proficiency in Technology. Education and Urban Society, 38, 398-405.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4), 813-834.

Donlevy, D. (2005). Envisioning the Future: The U.S. Department of Education’s National Technology Plan.  International Journal of Instructional Media, 32(2), 107-109.

Hew, K. and Brush, T. (2007). Integrating Technology into K-12 teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research. Education Technology Research and Development, 55, 223-252.

Jackson, M. (2015). Top 10 Distance Learning Disadvantages. Retrieved from http://www.streetdirectory.com/travel_guide/20432/education/top_10_distance_learning_disadvantages.html

Light, D., & Keisch Polin, D. (2010). Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning. Retrieved from http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating Web2.0.PDF

Lowther, D.L., Ross, S.M., & Morrison, G.M. (2003). When each one has one: The influences on Teaching Strategies and student achievement of Using Laptops in the Classroom. Educational Technology Research and Development, 51(3), 23-44.

Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. New York and London: Routledge.

Metzler, J. and Sherman, T. (1997). 10 commandments to implement technology. The Education Digest, 62(8), 57-61.

Tearle, P. (2004). A Theoretical and Instrumental Framework for Implementing Change in ICT in Education. Cambridge Journal of Education, 34(3), 331-351.

Technology and Learning. (1994). Classroom technology implementation stages. Technology and Learning, 14(5), p.39.

Yu, M., Yuen, A., & Park, J. (2012). Using Web 2.0 technologies. Interactive Technology and Smart Education, 9(4), 204-216.

ED 6620 Assignment #1

Learning Management Systems in the K-12 Classroom

Technology is responsible for many of the major advancements in teaching and learning today. While there have been great advances in the use of technology replacing the traditional classroom, technology has been and will continue to be an asset that can work to compliment the traditional classroom, as well as in class teaching and learning methods. This paper will outline how e-learning, and more specifically, learning management systems (LMS) can be used to enhance the traditional classroom learning experience.

A learning management system is a software application for the administration, documentation, tracking, reporting and delivery of electronic educational technology (also called e-learning) courses or training programs” (Ellis, 2009, pg 1). Traditionally, LMS’s are used for online learning, and act to replace the face-to-face classroom. However, LMS’s can be used simultaneously with in class teaching to enhance (blended/e-learning) the traditional teaching and learning experience. The most well-known and commonly used LMS’s include Desire2Learn, Blackboard, and Google Classroom.  LMS ads value to the traditional class because it can compliment traditional teaching. “LMS supports e-learning activities such as presenting information, managing course materials, and collecting and evaluating student” (Al-Busaidi & Al-Shihi, 2012, pg 19). 

When used simultaneously with traditional teaching, LMS can enhance the learning experience by providing additional supports outside of the classroom that wouldn’t otherwise be available. “LMS supports e-learning activities such as presenting information, managing course materials, and collecting and evaluating student” (Al-Busaidi & Al-Shihi, 2012, pg 19).

As we learn more about how different students have diverse learning styles, we continue to become more reliant on using LMS’s in our classrooms, as LMS provides a way to cover the same content in multiple ways, accommodating students who have different learning styles, as well as providing additional opportunities for students to study and review material that has already been taught. “Additionally, a large variety of student cultural backgrounds, concerns, and needs are present in a single classroom. Lecturing is an important instrument in each educator’s toolbox, but it should not be the only tool” (Downing, Spears & Holtz, 2014, pg 2). Placing basic information on the LMS allows teachers to be more efficient with the class time available, as teachers are “faced with a shrinking amount of class time to cover resources. Class time is frequently spent covering basic information literacy tenets or reviewing the current assignment” (Jensen, 2010, pg 77).

In class instructors using a LMS are more equipped to monitor student progress in their classes, as “E-learning systems are also useful for teachers to know how well the concepts have been understood and to allow them to keep track of each student and the whole class’s learning progress” (Rodrigues & Oliveira, 2014, pg 30). As an example, instructors can set up their LMS to see how much time students are spending online, whether they are completing assignments and quizzes on schedule, etc. LMS shells can be customized to fit the needs of both the teachers and the students, adding more value for students and teachers alike.

LMS use allows students to gain access to course content and additional resources, as well as test preparations to further solidify the concepts being taught in the traditional classroom. “Online learning environments permit the instructor to build one course, yet implement a variety of resources, so students can utilize materials in whichever way works best for them” (University of Calgary, 2014). Not all students learn the same way, and having the opportunity to go back over materials on their own time online provides the additional flexibility that many students need.

As technology advances rapidly, it’s important for in class teachers to incorporate LMS use when they can, as “Learning with technology refers mostly to situations when technology is used with the purpose of encouraging learning. The explosion of personal computers with the potential for internet connection in the second half of the 20th century revolutionized the way we communicate and has therefore profoundly influenced learning and teaching” (Dolenc & Abersek, 2015, pg 344). Since personal computers are becoming more popular, it’s important for these items to be incorporated into the classroom, as they will also be required in the workforce after graduation from school.

The LMS will also provide students and teachers with different resources to make sure students are on the right track when it comes to the material being studied. “E-learning lets students’ access pre-packaged software on their own time, working at their own pace” (Etherington, 2008, pg 31). This means that students can access pre-packaged software to test their understanding of the materials being taught in class before taking a formal, for credit exam, providing another value ad for LMS use in the traditional classroom.

Another considerable advantage of LMS use in the classroom is that it gives students an out of class platform where they can interact with one another and their teachers about the topics discussed in class. “An e-learning system is a web-based communication platform that allows learners, without limitations on place and time, to access diverse learning tools, such as discussion boards, assessments, content repositories, and document sharing systems” (Mohammadyari & Singh, 2015, pg 12). This is perhaps one of the main value ads of LMS use in the classroom environment. Combining LMS use with in class instruction provides a great opportunity to ask questions, seek clarification, and to continue the learning process even while not in class.

As technology continues to move forward, it’s important for schools to make efforts to keep up with these advancements, especially as Internet access increases in rural areas and becomes an increasingly important aspect of the learning process. “With the rapid increase in student and teacher access to the internet over the past 10 years, blended-learning as an instructional model has become a more reasonable option for k-12 schools” Kumi-Yeboah & Smith, 2014, pg 2). It’s also important to note that LMS use in the traditional classroom prepares students to take courses offered completely online at a later date.

Technological advances don’t mean much unless teachers champion their use in the in class teaching and learning process. “It is still the role of the teacher to connect these tools purposefully and to teach students to benefit from using these universal tools for learning.” (Tîrziua, & Vrabie, 2015, pg 379). Technology cannot at this point seamlessly replace the in class learning experience, and both methods have their pros and cons. Having teachers use a LMS in the classroom is an innovative way to deliver curriculum in a modern and quickly changing environment, such as today’s classrooms.

References

Al-Busaidi, K. & Al-Shihi, H. (2012). Key Factors to Instructors’ Satisfaction of Learning Management Systems in Blended Learning. Journal of Computing in Higher Education, 24(1), 18-39. doi: 10.1007/s12528-011-9051-x

Dolenc, K. & Abersek, B. (2015). TECH8 Intelligent and Adaptive E-learning System: Integration into Technology and Science Classrooms in Lower Secondary Schools. Computers and Education, 85, 354-365. doi: http://dx.doi.org/10.1016/j.compedu.2014.12.010

Downing, C., Spears, J. & Holtz, M. (2014). Transforming a Course to Blended Learning for Student Engagement. Education Research International, 1-10. doi: 10.1155/2014/430732

Ellis, R. (2009). Field Guide to Learning Management Systems. ASTD Learning Circuits

Etherington, M. (2008). E-learning Pedagogy in the Primary School Classroom: the McDonaldization of Education. Australian Journal of Teacher Education, 33(5), 29-54. doi: http:..dx.doi/org/10.14221/ajte.2008v33n5.3

Jensen, L. (2010). Extended Instruction Outside the Classroom: Take Advantage of Your Learning Management System. Computers in Libraries, 30(6), 76-78

Kumi-Yeboah, A. & Smith, P. (2014). Trends of Blended Learning in K-12 Schools: Challenges and Possibilities. In Kyei-Blankson, L. & Ntuli, E. (Ed), Practical Applications and Experiences in K-20 Blended Learning Environments (pp. 1-17), Hershey, PA: Information Science Reference.

Mohammadyari, S. & Singh, H. (2015). Understanding the Effect of E-learning on Individual Performance: The Role of Digital Literacy. Computers and Education, 82, 11-25. doi: http://dx.doi.org/10.1016/j.compedu.2014.10.025

Rodrigues, F. & Oliveira, P. (2014). A System for Formative Assessment and Monitoring of Students’ Progress. Computers and Education, 76, 30-41. doi: http://dx.doi.org/10.1016/j.compedu.2014.03.001

Tîrziua, A. & Vrabie, C. (2015). Education 2.0: E-Learning Methods. Procedia - Social and Behavioral Sciences, 186, 376 – 380. doi: 10.1016/j.sbspro.2015.04.213

University of Calgary. (2014). E-Learning Versus Classroom Learning. Retrieved from: http://wiki.ucalgary.ca/page/E-learning_Versus_Classroom_Learning