Barriers To Effective Use of Technology
Barriers To Effective Use of Technology
Barriers To Effective Use of Technology
1. Introduction
Whether technology should be used in
classrooms is no longer the issue in education.
Instead, the current emphasis is ensuring that
technology is used effectively to create new
opportunities for learning and to promote
student achievement. Educational technology is
not, and never will be, transformative on its
own, however. It requires the assistance of
educators who integrate technology into the
curriculum, align it with student learning goals,
and use it for engaged learning projects.
Dowling & Harland (2001) observed two math
classes using technology in the classroom and
noted that the students were motivated and, for
the most part, fully engaged. In Laura Dowlings
observations, it was noted that there needed to
be an additional adult in the room to assist the
students when difficult questions arose.
Direction sheets given by the instructor proved
also to be essential.(1)
"Teacher quality is the factor that matters most
for student learning," note Darling-Hammond
and Berry (1998).(2) Therefore, professional
development for faculty becomes the key issue
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Sympodium-Equipped Rooms
In rooms too large for Smart Boards to be seen
clearly by the audience, Visionaire has installed
ceiling mounted LCD-projectors. These are
connected to a similar, but larger MPAs and to
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implementation
process
without
adding
additional burdens to the University budget. .
2. Methodology
% of faculty
Geography
10%
Arabic
Language
11%
0%
Mass
Communication
12%
History
11%
Political science
5%
Sociology
6%
Psychology &
Counseling
13%
English Literature
13%
Social Work
8%
English Lingustics
7%
Philosphy
4%
3. Key findings
I. The extent of using Classroom
technology:
II. The majority of FHSS faculty believe
that classroom technology facilities
learning (89 %) but do not use it
frequently ( 61%). Some do not even
use it to take the attendance(29%),
because the virtual keyboard enables the
students to easily recognize the
password of the teacher.
III. A considerable number of faculty
members (41%), mainly Arabs, disagree
with the idea that students can help
teachers
use
technology
more
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% of faculty
2
3
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4.
5.
a.
b.
c.
6.
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Professional Development:
1. Fully implementing an effective
professional development program as
part of a well-designed technology plan
requires
support
from
college
administrators
and
leaders.
Administrators must have a clear vision
of technology to support student
learning and an understanding of the
roles that all college staff must play in
achieving that vision. They must be the
cheerleaders and visionaries who see
beyond the daily routine to a vision of
what is possible through the use of
technology. Administrators also can
participate in professional development
activities so they are aware firsthand of
how technology is used and what
problems are experienced by the staff.
2. Strengthen professional development
around the instructional uses of
technolgy. The CET should schedule a
number of long term workshops to
enhance faculty's skills in using
classroom technology and on how to
develop their syllabi to integrate this
technology in the teaching process. It
was found that teachers who received
technology training in the past year are
more likely than teachers who hadn't to
say they feel 'better prepared' to
integrate
technology
into
their
classroom lessons," notes Fatemi
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planning,
decision
making,
and
professional development are based on
research.
7. Ensure that the educational goals for
technology are aligned with College
goals for student learning and that
professional development supports those
goals
8. Clearly specify the intended outcomes
of
the
technology
professional
development. Develop a plan for
evaluating the success of professional
development activities using various
assessment tools and strategies
9. Recognize teacher successes with
technology. Share these stories with the
school and the community. Encourage
teachers to share their successes with
colleagues at conferences.
II. Technical Support:
10. The effective use of classroom
technology should become one of the
priorities of UAEU strategy. The
management should support the
effective use of technology.
A
significant portion of the technology
budget should be allocated for
professional development. College
districts typically devote no more than
15 percent of their technology budget
for teacher training, but a better amount
would be 30 percent .
11. Provide sufficient technical training to
technicians. Visionare should schedule
periodic training for enhancing the skills
of technicians in using and dealing with
the problems of this technology.
12. Providing access to on-site technical
support personnel who are responsible
for troubleshooting and assistance after
the technology and lessons are in place.
When teachers are trying to use
technology in their classrooms and they
encounter difficulties, they need
immediate
help
and
support.
Technology that is not easily accessed
and implemented will not be used.
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5. References:
1. Dowling ,Laura & Harland, Darci
(2001) Critical factors in the Effective
use of Technology ( Walden university)
2. Fabry, Dee & Higgs, John R. ( 1997)
Barriers To the effective use of
Technology in Education: Current
Status , J. Educational Computing
Research , 17 (4), 385-395, 1997
3. Franklin, Teresa, Sandra Turner,
Mumbi
Kariuki,
and
Mesut
Duran(2009) Mentoring Overcomes
Barriers toTechnology Integration,
Journal of Computing in Teacher
Education Volume 18 / Number 1
4. Kerka, S. (1998). New perspectives on
mentoring. Columbus, OH: ERIC
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technology:
Creating
studentcentered classrooms. New York:
Teachers College Press
10. Glenn, A. D. (1997). Technology and
the continuing education of classroom
teachers, Peabody Journal
of
Education, 72(1), 122-128
11. Byron, S. (1995). Computing and
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