NATIONAL FORUM OF TEACHER EDUCATION JOURNAL VOLUME 18 NUMBER 3, 2008
The Persistence of Teacher Under-Utilization of Computer Technologies in the Classroom
Keith Jedlicka, MEd Principal Boling High School, Texas David E. Herrington, PhD Associate Professor of Educational Leadership Director of the Principal’s Academy The Whitlowe R. Green College of Education Prairie View A&M University A Member of the Texas A&M University System Prairie View, Texas
William Allan Kritsonis, PhD Professor and Faculty Mentor PhD Program in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Member of the Texas A&M University System Prairie View, Texas Visiting Lecturer (2005) Oxford Round Table University of Oxford, Oxford, England Distinguished Alumnus (2004) Central Washington University College of Education and Professional Studies Ellensburg, Washington
ABSTRACT The purpose of this article is to revisit the phenomenon of teacher non-use or underuse of technology in the classroom. Despite more than a decade of investment in infrastructure and training and unprecedented increases in the potential for learning applications of technology, the actual integration of technology in the classroom is not happening in many school districts. ________________________________________________________________________
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Introduction
Despite the public perception that the use of technology in public schools is prevalent, surveys indicate that only about half of the teachers in the United States use technology in the classroom (National Center for Education Statistics). Those same surveys show that effective use of technology is even less common. The use of technology varies from district to district. Some teachers use technology 100% in the classroom, however in other classrooms, technology is non-existent.
Purpose of the Article
The purpose of this article is to explore several reasons why many teachers are failing to utilize technology in the classroom despite a decade of efforts to improve the integration of technology in the classroom. Technology continues to grow as a central part of daily life so it is surprising to know its use and application for teaching and learning are not also increasing at comparable pace.
Few Teachers Use Computer-Based Technologies for Instructional Purposes
The truth is, many teachers know how to use computers, and they use them regularly at home and at school to plan lessons, correspond with friends, and conduct personal business. The majority of teachers, however, are not using computers in the classroom. Few teachers use computer-based technologies for instructional purposes; when they do computers tend to be used for low-level tasks such as drills and word processing. Placing technology in the classroom does not ensure that it will be used appropriately or even that it will be used at all. Some classrooms have computers in the back covered with a plastic cover that is rarely removed. Schools pour millions of dollars every year into classroom purchases but that’s no guarantee teachers know how to use the technology effectively in the classroom (Hipwell, 2003).
Barriers to the Use of Technology for Instruction
Among the greatest barriers to the use of technology in instruction is the lack of time. Each day teachers find themselves pressed to complete multiple tasks each of which
KEITH JEDLICKA, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS
_______________________________________________________________________3 represents competing demands on their time (Kenning, 2005). Teachers need time to reflect and time to acquire the new skills necessary for integrating technology into the classroom. Many teachers do not want to take time out of their already crowded schedule to learn the uses of technology. Except for in-service programs, teachers often have no time built into the school day for their own professional development. According to the National Center for Education Statistics, teachers with more years of teaching experience were more likely than teachers with the least experience to report that a lack of release time was a great barrier. Lesson planning through technology is a very time consuming process. The teacher has to develop an effective lesson for each class using the technology. In many school districts, the technology, such as computers, is not available in each classroom, and the teacher needs to plan in advance to reserve time in the lab. The structure of the classroom may also not allow for the use of technology. There is a difference between using a technology application and using it to improve student performance.
Access and Location to Technology is Important
Access to technology is an important issue for teachers and students. Many teachers would like to utilize technology in their classrooms; however they cannot because of a lack of resources. This is very common, especially among new teachers coming out of college. They were taught in college to use several new technology options when working in their classes. Many times, however, they are unable to utilize their knowledge because of a lack of resources. Until computers are made available for most students, teachers cannot be expected to utilize technology based activities (Starr, 2003). Many teachers want to use technology, such as a LCD projector, but many schools only have one or two for the entire district. The districts that have a select few of technology sources often run into a problem with scheduling. Another aspect to consider is the location of the technology. If the school does have computers, but they are not in a convenient location, the use by the teachers and students will be limited. Also, technology funding may not be available or sustained therefore not capable of providing upgrades, maintenance, and ongoing professional development. There is also a lack of curriculum available for computers.
Overcoming Fear in Using Technology
Many teachers do not feel comfortable using technology, and therefore feel uncomfortable teaching the students to use it. Knowledge within the education structure as to technology and its uses is limited. Teachers lack the confidence needed to use the technology effectively in the classroom.
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Even after the initial fear of the technology has been overcome, challenges still remain in terms of providing an adequate amount of technical support that teachers will not be discouraged when they have equipment problems that they do not understand. Teachers do not want to be left hanging with 30 students wondering why nothing is working the way it is supposed to work. Many teachers want technical help available on demand. When a technical problem arises, frequently teachers have to wait hours, days, or weeks to get them resolved. As a result they will abandon their efforts to incorporate technology (Gahala, 2006). Frequent occurrences of a server being down, printers jammed, or insufficient computer memory will not only disrupt instructional and administrative activities but also may undermine the entire technology program as teachers find substitute technologies or traditional approaches to teaching that cannot be impeded by malfunctioning technology.
Sustained Funding for Ongoing Professional Development must be Ongoing
Technology implementation involves much more than placing computers in every classroom or linking every classroom to the internet. Schools need to obtain sustained funding for ongoing professional development, technical support, equipment upgrades, and regular maintenance. Often, teachers have difficulty finding and using appropriate software for instruction. Teachers need guidance at locating software and internet sites to support the school’s learning goals. Schools are driven by standardized tests and the scores their students achieve. This reality is another factor limiting the use of technology in the classroom. When technology is not needed to teach the learning objectives, teachers omit the use of technology from their everyday lessons. There is so much pressure to teach the material covered on the test, teachers do not spend required to master and implement technological approaches to teaching and learning. They feel their time is better spent coming up with new ways to teach the required information needed for the tests.
Concluding Remarks
In conclusion, the number one reason teachers fail to utilize the technology available is the time involved in preparing an effective lesson, setting up the technology, and trouble shooting it when it is not functioning. Secondly, technology integration suggestions are not included in the textbook or lesson materials. Finally, there are many experienced teachers on campus who find that they can teach their subject matter without the use of technology, it is important to encourage teachers and address the issues that prevent more effective applications of technology in the classroom.
KEITH JEDLICKA, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS
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Bowman, D. (2004). Thinking through the technology puzzle. The Educational Technology Journal, 14 (1). Frasca, S. (2006). High tech schools. Retrieved March 14, 2006, from http://www.Southflorida.com/sfparenting/sfe-sfp-hightechschools,02410317.story Gahala, M.A. (2006). Critical issue: Promoting technology use in schools. Retrieved March 14, 2006, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm Hipwell, A. (2003, August 20). Teachers teach teachers how to use technology in classroom. Retrieved March 14, 2006, from http://www.post-gazette.com/neigh_south/20030820steacher0820p4.asp. Kenning, C. (2005, July 12). Study faults schools on computer use. Retrieved March 14, 2006, from http://www.courier-journal.com/apps/pbcs.dll/article Levin-Epstein, M. (2000, May 1). Professional development: Bringing technology into the classroom effectively. Retrieved March 14, 2006, from http://www.eschoolnews.com/News/showstory.cfm?ArticleID=198 National Center for Education Statistics. Barriers to teachers use of technology. Retrieved March 14, 2006, from http://www.nces.ed.gov/surveys/frss/publications/2000102/7.asp Starr, L. (2003, December 12). Encouraging teacher use of technology. Retrieved March 14, 2006, from http://www.education-world.com/a_tech/tech159.shtml Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com