Sociotechnical and Pedagogical Barriers to Technology Integration

2017 ◽  
pp. 19-37 ◽  
Author(s):  
Nicholas Wilson
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Attitudes And Beliefs ◽  
School Based ◽  
Technology And Learning ◽  
Institutional Structures ◽  
Beliefs About Technology ◽  
Teachers Attitudes ◽  
Academic Lives ◽  
Barriers To Technology

This chapter explore barriers to technology integration in school-based learning environments. Recent research suggests that such barriers play a significant role in reproducing digital education inequities, otherwise known as the “Educational Digital Divide” (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2008). Indeed, barriers to integration significantly impact the frequency and purpose of technology use in the classroom, as well as students' opportunities to develop critical 21st century skills that can be utilized for the betterment of their personal and academic lives. From a sociocultural perspective, many of these barriers implicate elements of institutional structures, as well as teachers' attitudes and beliefs about technology and learning.

Sociotechnical and Pedagogical Barriers to Technology Integration

2020 ◽  
pp. 80-98 ◽  
Author(s):  
Nicholas Wilson
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Attitudes And Beliefs ◽  
School Based ◽  
Technology And Learning ◽  
Institutional Structures ◽  
Beliefs About Technology ◽  
Teachers Attitudes ◽  
Academic Lives ◽  
Barriers To Technology

This chapter explore barriers to technology integration in school-based learning environments. Recent research suggests that such barriers play a significant role in reproducing digital education inequities, otherwise known as the “Educational Digital Divide” (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2008). Indeed, barriers to integration significantly impact the frequency and purpose of technology use in the classroom, as well as students' opportunities to develop critical 21st century skills that can be utilized for the betterment of their personal and academic lives. From a sociocultural perspective, many of these barriers implicate elements of institutional structures, as well as teachers' attitudes and beliefs about technology and learning.

New Barriers to Technology Integration and Digital Education Equity

2020 ◽  
pp. 122-136
Author(s):  
Nicholas C. Wilson
Keyword(s):  
Technology Integration ◽  
Identity Development ◽  
Digital Media ◽  
Technology Use ◽  
Student Agency ◽  
Next Generation ◽  
Education Equity ◽  
Critical Areas ◽  
Barriers To Integration ◽  
Barriers To Technology

This chapter explores two critical areas essential to the implementation of next generation tools in formal learning settings: (1) persistent barriers to technology integration in schools and (2) supporting student agency through different forms of participation in technology and digital media activities. Concerns that the educational digital divide has evolved into an issue of equitable participation in producer-level technology-mediated activities have underscored the need to identify new barriers to integration and student engagement. While persistent barriers to integration continue to impact the frequency and purpose of technology use in the classroom, a re-centering of focus on agency and its relationship to students' identity development underscores the need to understand how the next generation of tools and technologies can be harnessed to overcome social and educational inequities.

scholarly journals Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

2017 ◽  
Vol 3 (1) ◽  
pp. 16 ◽  
Author(s):  
Sara Jolly Jones
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
School Context ◽  
School Setting ◽  
Individual Student ◽  
Technology In The Classroom ◽  
Teacher Background ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Teachers Attitudes

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

scholarly journals Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

2019 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Technology Use ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Qualitative Empirical Research ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Nuanced Understanding

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

scholarly journals Barriers to Technology use in Large and Small School Districts

10.28945/3596 ◽  
2016 ◽  
Vol 15 ◽  
pp. 577-591 ◽  
Author(s):  
Gregory M Francom
Keyword(s):  
Technology Integration ◽  
School Districts ◽  
Technology Use ◽  
Administrative Support ◽  
Technology Tools ◽  
Use Of Technology ◽  
Access To Technology ◽  
K 12 ◽  
Barriers To Technology Use ◽  
Barriers To Technology

Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

Teachers' Attitudes Towards Technology Integration

TPACK ◽  
2019 ◽  
pp. 32-67
Author(s):  
Zineb Djoub
Keyword(s):  
Technology Integration ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
Attitudes Towards Technology ◽  
Research Findings ◽  
Young Teacher ◽  
Teachers Attitudes ◽  
Pre Service Teacher

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

Sign in / Sign up

Export Citation Format

Share Document