Overcoming Barriers to Integrating Technology into the Classroom

Final Group ProjectGDIT 706

Introduction

In this project, the following issues are discussed to help us understand teacher’s barriers to using technology and how to overcome those barriers:

● How do teachers decide to integrate technology in their classrooms?

● What influences their decisions?

● What are the barriers to using technology?

● How do we encourage instructors to maintain full technological integration in their classrooms?

What are first-order barriers?

For technological integration, first order barriers are external barriers to change (Ertmer, 1999).

These include:

● Access to technology

● Training on how to use the technology

● IT support throughout the implementation process

Overcoming first-order barriers

● The desire to overcome the first-order barriers (Ertmer, 1999)

“It is both ineffective and inefficient to address first-order barriers if we do not know what we want to do, first without, and then with, technology” (Ertmer, 1999)

● Applying for grants and seek out funders such as the Bill and Melinda Gates foundation

Building capacity

Building capacity is a key for effective and enduring change in the education system (Fullan, Cuttress, & Kilcher, 2005).

What is it in the case of new technologies?

Developing cultures

Developing cultures for learning as a principle for improving education includes strategies designed for educators to learn from each other (Fullan et al., 2005).

● How does this principle help to overcome the first-order barriers?

Many instructors feel that there is not enough time for them to learn about integrating new technology (Ertmer, 1999).

Suggestions

● Scheduling time for teachers to become familiar technology

● Teachers’ varying levels of computer experience and learning styles

Developing Instructors with TPACK

What are second-order barriers?

Internal barriers to change (Ertmer, 1999): ● teachers’ own beliefs and ideas about

technology in the classroom and the way that a classroom should be run

Though not every teacher may have second-order barriers, their existence for many teachers means that even when removing first-order barriers, technology integration may not occur.

Finding places for Technology

Though finding places in the curriculum where technology may provide a benefit could overcome first order barriers, it could also address a second-order barrier in that instructors may need to rethink their curriculum (Ertmer, 1999).

● Moral purpose (Fulton et al., 2005)

● Assisting instructors in rethinking pedagogical strategies

Ongoing Reflection about IT Use

Persky has stated that “when teachers engage with each other in ongoing reflection about the use of instructional technology, they are more likely to critically evaluate their practice and redesign instruction to better meet student needs and curricular goals”.

● Encouraging instructors to reflect on their beliefs about technology in the classroom

● Collaboration with others

Developing a vision

Developing a vision:

● Helps teachers stay focused on the ultimate goals and outcomes of technology in the classroom.

● Support the motivation of teachers even when unexpected setbacks occur.

Modeled examples of effective technology

As Ertmer (1999) points out, “Demonstrations by peers, mentors, or seasoned practitioners can illustrate effective ways to use technology to teach existing and expanded content.”

Modeling

Reflection

Collaborative reflection among teachers as another key component of overcoming second-order barriers

But how to ensure meaningful reflection between professional teachers?

Reaching full technology integration in the classroom

In full integration, instructional designers recognize the context of the learning situation, and design their instructional technology strategically based on this local situation (McDonald & Gibbons, 2009).

How do we encourage instructors to maintain full technological integration in their classrooms?

Reaching full technology integration in the classroom

Suggestions for reaching full technology integration:

● By engaging them in assessment of student learning to ensure that outcomes are being met (McDonald & Gibbons, 2009)

● “Culture of Evaluation” (Fullan, Cuttress, & Kilcher, 2005)

● Having students participate in self-assessment

● Asking instructors to focus on their instructional goals and beliefs (McDonald & Gibbons, 2009)

● Moral purpose as a process of engaging educators in shaping instructional beliefs and goals (Fullan, Cuttress, & Kilcher, 2005).

Moral Purpose

Moral purpose in education means having a commitment to making a difference in students’ outcomes as a result of their experiences at school.

Final Suggestion

The final suggestion by McDonald and Gibbons (2009) is:

● To identify those who are influential among teachers and encourage them to fully integrate technology in the classroom.

ConclusionErtmer (1999, p. 59) states “by arming our current and future teachers with knowledge of barriers, as well as effective strategies to overcome them, it is expected that they will be prepared to both initiate and sustain effective technology integration practices”.

Understanding teacher’s beliefs and perception toward technology in the classroom could have the potential to provide students with better learning opportunities and to enhance their experiences.

ReferencesErtmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47. Retrieved from http://search.proquest.com/docview/218016186?accountid=10610<fullan_cuttress_kilcher.pdf>

Fullan, M., Cuttress, C., & Kilcher, A. (2005). 8 FORCES for LEADERS of CHANGE. Journal of Staff Development, 26(4), 54-58,64. Retrieved from http://search.proquest.com/docview/211518218?accountid=10610

McDonald, J. K., & Gibbons, A. S. (2007). Technology I, II, and III: criteria for understanding and improving the practice of instructional technology. Educational Technology Research and Development, 57(3), 377-392. doi:10.1007/s11423-007-9051-8

Thank You!