Barriers in EdTech: Time to take them down

 

    Technology is a great thing, when it works. 

    Since the advent of computers in the mid 1970s, educators have extensively discussed the potential they have for helping to improve student learning (Carver, 2016). 

    Teachers need to use information and communication technologies (ICT) in classrooms in order to prepare students for the 21st century (Jamil, et. al, 2016). Yet, there are still many who are resistant to use technology. Other barriers stand in the way of technology usage in education as well, such as reliable internet, training, time, infrastructure, and outdated equipment. 

    This blog will look at some of those barriers and ways to solve, or make better, the problems. 

Texas Tribune: "Rural Texas students struggle without broadband access"

  

RELIABLE INTERNET

    The small, West Texas town I live in has an issue when it comes to technology. That issue is reliable internet. Our small town is located 80 miles from the nearest major hospital, mall, shopping center, Walmart and movie theater. We are literally in the middle of nowhere. 

    Prior to the COVID-19 pandemic we only had about two internet companies to chose from. Things have become better in regards to choices, but no necessarily reliability in areas. According to an article in the Texas Tribune, nearly 7 million Texans don't have reliable broadband service, if they are connected at all. 

    Lack of reliable internet forced our school district to set up "hotspots" outside the school buildings so students could access wifi to finish their work during the pandemic.

    The state of Texas is asking voters to approve a constitutional amendment this November that would create the Texas broadband infrastructure fund. With the passage of the resolution, $1.5 billion would be allocated to expand internet availability in rural Texas areas (Mendez, et. al, 2023). While that sounds good, I wonder how long it will take before both reliable internet and cell phone service make it to our small community. 

    In my own classroom, the internet goes in and out some days, making it difficult for my students to do their lessons, including designing yearbook pages. 

    Also, many school buildings are older, including one of our buildings that was built in 1912, and do not have the best infrastructure when it comes to internet. 

    Infrastructure can affect Wi-Fi connection and limit internet access to technology devices. Especially, in rural schools and older building without proper power voltage to support multiple tech devices. Hence, school districts would greatly benefit from focusing on the best networking management tools for their system to further prepare classrooms for tomorrow's networking requirements (Harrell and Bynum, 2018). 

    Many school district, including our own, are asking voters to pass school bonds for new buildings and new technology. This solves some of the issues, but reliable internet is only one barrier. 

INADEQUATE TECHNOLOGY AND LACK OF SUPPORT PERSONNEL

    I can't tell you how much technology equipment and programs our school district has probably been through. I know we are not the only ones. 

    School districts nationwide have made multimillion-dollar investments in educational technologies in the belief that it will lead to improved learning and teaching and to the development and fostering of essential skills for students (Kalonde, 2017).

    While school districts may have tons of equipment, the actual use of that equipment is actually quite low (Kalonde, 2017). Technology outdates itself quickly. 

    There is also a lack of technical support personnel that many school districts face. In our small school district of 734 students and over 75 employees, we have two people who oversee our technology, and they are constantly busy. As technology increases, I believe school districts are going to have to expand more into technology personnel. 

    In a 2016 study by Dr. Lin B. Carver, Associate Professor of Graduate Studies in Education at Saint Leo University, most teachers indicated they used a computer (100%) and digital projector (89%) at least weekly with most indicating they used a computer (93%) and a digital projector (85%) daily. Approximately half of the respondents indicated they used an interactive white board (56%), digital camera (48%) or iPad (47%) at least once a month. Nearly three fourth of the respondents (77%) indicated they never used text messaging in their classrooms and half (50%) indicated they never used smart phones in their instructional delivery.

    Equipment availability, more than any other factor, seemed to have the greatest impact on whether technology was incorporated into classroom instruction (Carver, 2016). 

    Since the pandemic, many school districts have gone to 1:1, with each student having a school-issued device, such as a tablet or Chromebook. Spektor-Levy and Gronot-Gilat (2012) determined that students who were taught in a 1:1 digital environment outperformed students who were taught in a more traditional classroom when given a complex, computer-based learning task. Using a researcher designed computer based instrument, the researchers found that students from the 1:1 digital classrooms significantly outperformed their peers in 9 of the 15 literacy skills assessed (Carver, 2016). 

    Yet, there are still teachers who resist putting technology as the forefront of their classroom teaching, which leads to the next barriers.

TIME, TRAINING & RESISTING CHANGE

    The other day at school, I walked by the teacher workroom and saw the copying machine spitting out papers like crazy. Math packets two of our teachers were making. All I could see was the amount of paper being spit out of that machine. 

    I do enjoy my colleagues, but seeing this mountain of paper coming out of this machine showed me how resistant some people are when it comes to integrating technology. I mean, there is Google Docs and Google Forms.  

    The highest barrier to the integration of ICTs in teaching process is the change. Sabaliauskas and Pukelis (2004) discerns five stages of integration and overcoming difficulties i.e., entry – training for the use of ICTs; adoption – utilization of technologies as supplementary aids; adaptation – use of technology for the expansion of curriculum; appropriation – integration of technologies due to their exceptional and unique qualities and intervention – invention of new areas of research where technologies are implanted. But all of this could be effectively done if the teachers have positive attitude towards the use of technologies professionally (Jamil, et. al, 2016). 

    It's hard to teach an experienced educator new tricks. They are accustomed to the old standard which can create frustration when trying to shift to a new paradigm leading them to stray away from the use of 21st-century technological devices (Harrell, et. al, 2018). 

    Teachers also perceive technology integration negatively due to the amount of time it takes to integrate into the curriculum through additional training and planning. Technology integration requires preparation, classroom management practices, and demands attention that is not normally spent in those areas. It is easier to just remain with the “status quo" (Harrell, et. al, 2018). 

    Time is something we all want more of, especially as teachers. There is never enough time as a teacher, especially when you are being pulled in different directions. Teachers apart from finishing allocated work-load also help out in arranging and organizing both curricular and co-curricular activities and other also perform different administrative responsibilities. Therefore, adopting ICTs is additional work that is only looked at when there is extra time (Jamil, et. al, 2016). 

    On top of lack of time, is lack of training. Research indicates that simply providing teachers with professional development opportunities related to using technology does not translate into higher levels of integration in the classroom. It is only when they are provided the knowledge, skills, resources, and support that they will integrate technology in the curriculum to maximize its effects on teaching and learning (Harrell, et. al, 2018). 

    If teachers are not given proper training, then this leads to lack of personal confidence in integrating technology into the class, which leads them to resisting change. It's a cycle of not moving forward, just round and round. 

    This is when administrators and educational leaders need to take a step back and see how investing in technology training and professional development will change their teachers' outlook on technology integration. It may not change all teachers, but it might change some. 

YouTube: "Edtech - The student view on educational technology"

THE FUTURE

    The above YouTube video was made in 2016. In the video students are interviewed about where they think educational technology will be in 2020. Many of the things they mention, such as being interactive, enhancing learning, exams on computers, virtual classrooms, and making technology easier to use has come about. 

    Still, we have a long ways to go. Teachers can no longer stand in front of a classroom and lecture and students copy words out of a book. Students today are considered digital natives and are immersed daily in the world of interactive technology such as mobile phones, iPods, television on demand, and other limitless resources that provide the answer to any question with just a few clicks of a keyboard or taps on a screen (Harrell, et. al, 2018). 

    We can no longer put our heads in the sand, and think just because I was taught a certain way 25 years ago, that way still works. The pandemic changed everything we know about education and how we can teach all subjects. 

    In their paper, "Factors Affecting Technology Integration in the Classroom, Shonta Harrell, of Alabama State University, and Yvette Bynum, of The University of Alabama, lay out what school districts need to do to help teachers become successful in integrating technology into the classroom and break down those barriers: 
    "Successful student-use of technology in education hinges on knowing how to manage technology efficiently and overcoming barriers that come with integrating technology. Simply equipping schools and classrooms with technology is not the panacea for improving student achievement. It would be necessary to conduct a longitudinal study to suggest if the tools used are even effective and then the district can construct a plan to help schools address these hindering internal and external factors.
    Self-efficacy plays a significant role in the desire to use such tools in the classroom. Therefore, teachers must be supported and felt that their needs are being met throughout the implementation process. When teachers are not confident in the usage of these tools, they tend to have a lower perception of its value. Hence, the tools will not be used to their full capacity creating an internal barrier. Administration adds to teachers’ low self-efficacy by not providing them sufficient amount of professional development. Coupled with poor infrastructure, lack of network bandwidth and a shortage of enough devices for classroom usage may cause teachers to feel discouraged and abandon fully implementing technology into their practice. Furthermore, hindering the students from receiving 21st-century instruction. As schools are moving toward college and career readiness, it is imperative that districts address these barriers, and include them in the process when developing technology plans for new investments and expansions. 
    As society continues to grow in its use of technology for social reasons it is expected that education will continue to grow in the usage of such tools as well. Addressing these barriers is a step in a positive direction in closing this gap."

    School district must invest in technology in training, infrastructure, and support personnel, and give their teachers professional development and time to learn how to integrate it into their classrooms. 

    As Kim Cofino said, "Learn with technology the way students live with technology."

References: 

Carver, L. B. (2016). Teacher Perception of Barriers and Benefits in K-12 Technology Usage. TOJET: The Turkish Online Journal of Educational Technology, 15(1). https://doi.org/10.21125/inted.2016.1845

Harrell, S., & Bynum, Y. (2017). Factors Affecting Technology Integration in the Classroom. Alabama Journal of Educational Leadership, 5, 12-18. https://doi.org/10.33772/jleet.v7i1.18704

Jamil, M., Jamil, S., & Bano, S. (2022). Extrinsic and Intrinsic Barriers of Integrating ICTs Tools in Teaching at Undergraduate and Elementary Level: A Comparative Study. Pakistan Journal of Social Sciences, 36(2), 1073-1087. Retrieved from https://pjss.bzu.edu.pk/index.php/pjss/article/view/492

Kalonde, G. (2017). Factors Affecting Technology Integration in the Classroom. Rural Educator, 38(3), 27-38. https://doi.org/10.35608/ruraled.v38i3.218

MÉNDEZ, M., SCHUMACHER, Y., & Staff, T. T. (2023, September 15). Taxes, state parks, infrastructure: What you need to know about the Nov. 7 constitutional amendments election. Texas Tribune. https://www.texastribune.org/2023/09/15/texas-constitutional-amendment-voter-guide/

Salhotra, P., & Carver, J. L. (2023, April 27). Texas House OKs $5 billion for broadband, if voters give thumbs up. Texas Tribune. https://www.texastribune.org/2023/04/27/texas-broadband-voter-approval/