Current State of Educational Technology Implementation

The United States Department of Education analyzed teachers’ use of technology in

education in the public school systems (Gray and Lewis, 2010). Of the teachers surveyed, 97%
were found to have one or more computers in the classroom, and 54% stated that they could and
would bring computers into the classroom, though less than 40% utilized the technology ‘often’
and 29% ‘sometimes’. Despite having open access to technology, only 69% of teachers utilized
the technology at hand on a consistent basis (Gray and Lewis, 2010).
Researchers at the Research Centre for Vocational Education in Finland studied
technology use from a pedagogical standpoint (Nokelainen, 2006). At that time of the study, it
was found that technology and digital media used in pedagogy was not studied in depth and
merited further study, though it was determined that technology could be used to support the
teaching environment. Since that time, more research has been conducted, and will be presented
throughout this chapter.
When examining state educational agencies (SEA), it was found that there is intense
pressure by the government, state officials, and the citizens to close the achievement gap
between high and low performing students. This so-called “new normal” means that SEAs must
work with fewer resources than what they used to and must make greater progress in closing the
achievement gap (Gross, Jochim, Nafziger, & Edvance Research, 2013). Educational agencies
from the national and state level down to individual schools are expected to innovate instruction.
School-based leaders are expected to set and maintain higher standards, but are unable to do so
for many reasons. Those reasons include a lack of comprehensive planning in setting students up
for post-secondary schooling (Floyd and Judge, 2012), considerable variation in every school in
planning and technology implementation (Chicago Schools, 2013), and a lack of funding (Gross,
Jochim, Nafziger, & Edvance Research, 2013). To alleviate these problems, the Building State
Capacity and Productivity Center (BSCPC) was created to help educators obtain funding.
As discussed previously, there is a lack of comprehensive planning and connection
between K-12 students and future studies. This can be seen in Marshall’s 2011 study, where the
idea of technology was discussed as ‘innovation’ for teaching instruction in post-secondary
schooling. The current college culture and existing infrastructure prohibits this innovation, which
in turn prevents further innovation in pedagogy from taking place (Marshall, 2011). Without
strong leadership in the highest echelons of power and a total paradigm shift, the current level of
technology application and integration in the classroom will continue to be limited: it is difficult
to maintain educator training and costs are high (Zavieri, 2014).
Perspectives on Use of Technology in Education
All students (from elementary through high school) need greater exposure to a plethora
of technologies in the classroom, but many schools may not be meeting this need (Bolkan, 2012).
Many students are found to have the capability to use technology, as well as the access to do so
at home, and many of those utilize it for educational purposes (Erlich, Sporte, Sebring, & the
Consortium on Chicago Schools, 2013). It was found that those in positions of authority at the
schools are responsible for setting expectations for technology use. However, throughout all
schools participating in the study, there was an inconsistency regarding how much technology is
actually used for instruction. The variation in student and teacher use in the different schools is
directly related to the culture for technology integration. In the schools with a more positive
culture towards technology integration, more students and teachers tended to utilize technology.
Infrequent technology users were found to have difficulty in implementing technology for
teaching, while frequent technology users felt accomplished in creating a technology supported
environment (Meyer, Abrami, Wade, and Scherzer, 2011). This gap is then carried over into the
K-12 schools where the future teachers will teach. As was seen in the study completed by Erlich,
Sporte, Sebring, & the Consortium on Chicago Schools (2013), if the culture of technology
integration is well in place for pre-service teachers, it will carry into the classroom.
Student Motivation Through Technology Use in School
A study by Godzicki, Godzicki, Krofel, & Michaels (2013) focused on the element of
motivation amongst elementary and middle school students. They implemented a technology
supported learning environment and targeted certain problematic behaviors. Among these
targeted behaviors were non-completion of homework, unpreparedness for class, and
sleeping/putting their heads on their desks. The authors found that students were more likely to
engage in an activity simply because technology is being used. However, almost 50 of surveyed
teachers used technology for 80 or fewer minutes per day. After implementing a technological
intervention, students stated that they felt teachers provided activities relevant to them, and
motivation and engagement went up 9% for all students (Godzicki, Godzicki, Krofel, &
Michaels, 2013).
One method of technological intervention is that of the WebQuests, which are lessons
where all of the information comes from the internet. In his study, Halat (2013) examined the
viewpoint of students in 4th and 5th grade on the use of Web Quests in the classroom. The Web
quests utilized for this study were compiled online through an editing software called FrontPage.
After the student participants were introduced and given their own Web Quests to complete, the
students were given a questionnaire. It was found that the students enjoyed the use of the Web
Quests, and experienced increased motivation to learn.
Research suggests that the presence of embedded systems does not necessarily influence
student motivation, but Koshino, Kojima, & Kanedera (2013) noted that finding was based on
several factors. The most notable factor limiting use of the system is the slow CPU (central
processing unit) performance. To solve this problem, researchers developed a new educational
board titled E+ and introduced it to third grade students. After a one year observation, the
students were polled to gauge their motivation levels. The authors found several of the problems
presented by traditional education were overcome by E+, and students felt their understanding of
the material increased.
In an earlier study, Heafner (2004) studied the effects of technology on student
motivation in a social studies classroom. The students were in grades 9 and 10 who were
learning World History, Economic, Legal, and Political Systems. In this study, students were
required to make a PowerPoint slide as part of their assignment. Although standard classroom
behavior and hallway behavior was noted, once students arrived at the computer lab, it was
notedthat the students exhibited a marked change in behavior. Students began to get excited
about learning, and showed pride in their work. All students reported enjoying the assignment
and stated that they felt more motivated.
Perceptions of Technology in Daily Life
Almost every teacher will agree that a ringing cell phone disrupts academic
performance, but the practices regarding cell phones range from outright banning of electronic
devices to much more relaxed policies. Most teachers believe that electronic devices are
unnecessary for the students to have in the classroom, where students see technology as an
integral, day-to-day life item and essential for safety (Thomas, O’Bannon, and Bolton, 2013).
Some teachers continue to lecture students in a manner that may not engage learners.
Their students, therefore, tend to believe that a classroom that is disconnected from the so-called
‘real world’ is artificial and fake (Baker, Lusk, and Neuhauser, 2012). PowerPoint software
allows a teacher to present information in a visual manner (Goodin, 2012), however teachers
who relied primarily on this technology were often found as authoritative and the technology was
seen as a negative (Baker, Lusk, and Neuhauser, 2012). This image of the authoritarian is
furthered when instructors continue to limit or control the use of technology in the classroom,
creating a learning barrier. It should also be noted that the authors spoke to the instructors, and
the consensus was that the modern-day student also lacks the self-control and maturity level
necessary to have electronics in the classroom, hence the rules governing classroom electronics
(Baker, Lusk, and Neuhauser, 2012).
From the cell phones that sit in our pocket, to the car we drive to work, and the machine
that makes our coffee in the morning, it is safe to say that technology is a part of everyday life
whether it is a conscious decision to use it or not (Egbert, 2009). It would be counterintuitive for
a teacher to utilize outdated techniques designed during a time when there was no technology in
the classroom if the average student is utilizing technology on a day-to-day basis. A paradigm
shift in modern pedagogy must occur if teachers are to more fully integrate technology into
classroom instruction. Teachers will have more approaches to engage students in learning
activities through a technology based learning environment. Student perspectives on school
based learning will change and students may be motivated in the classroom and achieve at higher
levels. Integrating Technology in Classrooms Information technology has become common place
in the classroom, helping to elevate and replace outdated pedagogical techniques and offering
teachers the ability to design curriculum in advance with regards to differentiation (Mulrine,
2007). Even with regards to the amount and use of specific technology in the classroom, and
even though some technology may not have originally been designed to align with educational
goals, many teachers still find ways to integrate technology into the classroom (Zimlich, 2015).
In a study performed by Zimlich (2015), six graduates from the master’s level certification
program at the University of Alabama were followed in the professional world to observe their
lesson plan effectiveness using technology. It was found that the quantity of technology in the
classroom was not the deciding factor about whether or not the technology implementation was a
success, but rather the quality of the specific use of technology on behalf of the teacher. This
quality helps the teachers stand out in the minds of the students.
Motivating Students with Technology In a collaboration between several universities, Teo, Su
Luan, & Sing (2008) explored the future intent of pre-service teachers to use technology. The
survey utilized items that were validated from previous relevant research using the Technology
Acceptance Model (known as TAM). It was noted that there were differences between
Singaporean and Malaysian teachers on technology's percieved use fullness, perceived ease of
use, and computer attitudes. Despite their differences in stated beliefs, there were no differences
in the behavioral intention towards technology acceptance.
In his study, Teo (2009) surveyed student teachers’ intentions to use technology in the
classroom. One hundred fifty-nine participants completed a questionnaire based on TAM. It was
found that the TAM is a valid model for helping explain the use and intent of technology, as well
as revealing that a person’s attitude towards technology has a large influence on its use.
Influence of Technology on Inclusive Education
There have been shortcomings in the development of accommodations for students with learning
disabilities using assistive technology. Floyd and Judge (2012) conducted a study on the micro
level, following the progress of six students who had some form of a learning disability. The
study was completed through the use of a piece of technology called Class Mate Reader. A
reading and comprehension passage was given to all students. Students were then asked to test
using traditional pen and paper methods, followed by a second assignment completed using the
Class Mate Reader. The results showed that the use of assistive technology is an effective
support and accomodation for students with learning disabilities.
In an effort to support the potential of technology in the classroom to strengthen
inclusion of all types of learners, Futurelab (2009) published a report showing a variety of ways
that technology can support inclusive practice concepts. For instance, mobile technologies help
provide an authentic and meaningful learning experience. Audio-visual (including video
conferencing and presentation software) media not only provide an authentic and meaningful
experience, but they also foster a sense of community.
The Florida Center for Institutional Technology proposed a Technology Integration Matrix
(2014) that allows educators to effectively use technology and create a meaningful learning
environment. This matrix allows teachers to evaluate their own curricula and technology
integration, and determine how best to progress.
According to the Technology Integration Matrix (2014), the progression of technology
integration follows this progression: Entry, Adoption, Adaptation, Infusion, and Transformation.
In this case, Entry refers to a teacher who has no prior technology utilization, and
Transformation refers to a teacher who has full and complete technology utilization.