Summer 2007
ABSTRACT
The purpose of this article is to revisit the phenomenon of teacher non-use or under-
use of technology in the classroom. Despite more than a decade of investment in
infrastructure and training and unprecedented increases in the potential for learning
applications of technology, the actual integration of technology in the classroom is not
happening in many school districts.___________________________________________
Introduction
Despite the public perception that the use of technology in public schools is
prevalent, surveys indicate that only about half of the teachers in the United States use
technology in the classroom (National Center for Education Statistics). Those same
surveys show that effective use of technology is even less common. The use of technology
varies from district to district. Some teachers use technology 100% in the classroom,
however in other classrooms, technology is non-existent.
The purpose of this article is to explore several reasons why many teachers are
failing to utilize technology in the classroom despite a decade of efforts to improve the
integration of technology in the classroom. Technology continues to grow as a central part
of daily life so it is surprising to know its use and application for teaching and learning are
not also increasing at comparable pace.
The truth is, many teachers know how to use computers, and they use them
regularly at home and at school to plan lessons, correspond with friends, and conduct
personal business. The majority of teachers, however, are not using computers in the
classroom. Few teachers use computer-based technologies for instructional purposes; when
they do computers tend to be used for low-level tasks such as drills and word processing.
Placing technology in the classroom does not ensure that it will be used
appropriately or even that it will be used at all. Some classrooms have computers in the
back covered with a plastic cover that is rarely removed. Schools pour millions of dollars
every year into classroom purchases but that’s no guarantee teachers know how to use the
technology effectively in the classroom (Hipwell, 2003).
Among the greatest barriers to the use of technology in instruction is the lack of
time. Each day teachers find themselves pressed to complete multiple tasks each of which
represents competing demands on their time (Kenning, 2005). Teachers need time to
reflect and time to acquire the new skills necessary for integrating technology into the
classroom. Many teachers do not want to take time out of their already crowded schedule
to learn the uses of technology. Except for in-service programs, teachers often have no
time built into the school day for their own professional development. According to the
National Center for Education Statistics, teachers with more years of teaching experience
were more likely than teachers with the least experience to report that a lack of release time
was a great barrier.
Lesson planning through technology is a very time consuming process. The
teacher has to develop an effective lesson for each class using the technology. In many
school districts, the technology, such as computers, is not available in each classroom, and
the teacher needs to plan in advance to reserve time in the lab. The structure of the
classroom may also not allow for the use of technology. There is a difference between
using a technology application and using it to improve student performance.
Many teachers do not feel comfortable using technology, and therefore feel
uncomfortable teaching the students to use it. Knowledge within the education structure as
to technology and its uses is limited. Teachers lack the confidence needed to use the
technology effectively in the classroom.
Even after the initial fear of the technology has been overcome, challenges still
remain in terms of providing an adequate amount of technical support that teachers will not
be discouraged when they have equipment problems that they do not understand. Teachers
do not want to be left hanging with 30 students wondering why nothing is working the way
it is supposed to work.
Many teachers want technical help available on demand. When a technical problem
arises, frequently teachers have to wait hours, days, or weeks to get them resolved. As a
result they will abandon their efforts to incorporate technology (Gahala, 2006, March 14).
Frequent occurrences of a server being down, printers jammed, or insufficient computer
memory will not only disrupt instructional and administrative activities but also may
undermine the entire technology program as teachers find substitute technologies or
traditional approaches to teaching that cannot be impeded by malfunctioning technology.
Sustained Funding for Ongoing Professional Development must be Ongoing
Concluding Remarks
In conclusion, the number one reason teachers fail to utilize the technology
available is the time involved in preparing an effective lesson, setting up the technology,
and trouble shooting it when it is not functioning. Secondly, technology integration
suggestions are not included in the textbook or lesson materials. Finally, there are many
experienced teachers on campus who find that they can teach their subject matter without
the use of technology, it is important to encourage teachers and address the issues that
prevent more effective applications of technology in the classroom.
References
Frasca, S. (2006). High Tech Schools. Retrieved March 14, 2006 from http://www.
Southflorida.com/sfparenting/sfe-sfp-high-tech-schools,0,2410317.story.
Gahala, M.A. Critical Issue: Promoting Technology Use in Schools. Retrieved March 14,
2006 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm.
Hipwell, A. (2003, August 20). Teachers teach teachers how to use technology in
classroom. Retrieved March 14, 2006 from http://www.post-gazette.com/neigh_
south/20030820steacher0820p4.asp.
Kenning, C. (2005, July 12). Study faults schools on computer use. Retrieved March 14,
2006 from http://www.courier-journal.com/apps/pbcs.dll/article?.
See: www.nationalforum.com