Challenges Facing Technology Integration

1. Challenges Facing Technology Integration Dr. Najmi Junaid 580411

2. Challenges • It seems that technology has transformed every aspect of the modern world, with the exception of education

3. Reasons • Lack of funding • Unfavorable attitudes of teachers • Unfavorable attitudes of administrators

4. Problems • Attitudinal problems facing the implementation of technology (specifically, the Internet) in schools: • Adoption of government plans. These plans often add extra levels of bureaucracy and unneeded paper work.   Teachers are reluctant to support innovations which are likely to increase their already heavy work load. 

5. Problems • Placement of all computers in the labs. This makes integration impossible. Computers must be placed in areas where they are most accessible to the teachers who will be using them.

6. Problems • Failure to view technology as a basic tool of education. • In both schools and teacher training programs, technology tends to be viewed as only the domain of the technology people.  All teachers must be encouraged to take responsibility for using technology in their own classrooms.  • Hopefully, teacher preparation programs will, at some point, begin to provide teachers with more training in this area

7. Problems • Unrealistic overvaluing of standardized tests. • Too much concern with standardized test scores leads to an emphasis on rote learning and downplays technology. 

8. Problems • Notion that teaching is telling and learning is listening. • The Internet is a powerful tool for individual self-directed learning.  The notion that teaching is telling has developed for behavioral management reasons.

9. Problems • A traditional classroom affords teachers the easiest context for classroom management. Many teachers fear the chaos that may occur if they give up the power they have in these situations.  • Teachers need to learn alternate strategies for maintaining control of a class when they are not the "sage on the stage."

10. Problems • Current poor quality of web pages. • Poor design, maintenance, and pedagogy in web sites makes the Internet less effective for education than it could be. • People need to take publishing on the internet more seriously.  Teachers can begin to instill this attitude in their students right now.

11. Problems • Availability of Technology Hardware: Our public schools are a mixed bag when it comes to what type of computers and other technology devices are available to the classroom teacher. • There is also the question of how many computers will be available for teacher needs. Are the computers in the classroom or in lab situations?

12. Problems • Availability of Technical Assistance: Rare is the school district that has enough technical resource specialists to assist teachers at the building level, let alone in the individual classroom. As a result, future classroom teachers need to familiarize themselves with simple trouble-shooting technology tasks.

13. Problems • Software Applications: • There really are an unbelievably large number of software applications available to the classroom teacher. That's the good news! • The bad news is that they all require some time to master their use and format of operation. Some good advice is to select a few multi-use packages and master them well.

14. Problems • Time to Integrate Technology into Teaching: Even if you have the hardware, trouble shooting skills, and knowledge of how to use the software, it still takes time and experience to effectively integrate the technology into your teaching. • While you are developing the skills associated with becoming a good teacher, bring your technology integration skills right along. When you are learning how to plan for effective teaching, build the technology into those plans right then

15. Implementation Challenges and Strategies • Providing Adequate Technology Access • Technology cannot become a meaningful support for students' work if they have access to it for only a few minutes a week. The kind of technology-supported project-based instruction we have described requires a high level of access to the sorts of technology tools that researchers and other professionals