Barriers to technology integration in the K-12 classroom still exist as a result of teachers’ negative attitudes, reluctance to use technology, and a fear of technology (Becta, 2003; Brinkerhoff, 2006; Ertmer, 2005). These barriers include lack of time, training, and lack of interest. Studies have found that teachers consistently want to know how to use technology, but they still do not have sufficient knowledge and a sense of comfort in this area (Boling, 2005). For a teacher to use technological tools in the classroom, they must have positive attitudes and feel self-efficacious in using them (Milbreth, 2000). Students, as digital natives (individuals who have grown up in the digital age), continue to evolve and change so rapidly that teachers often feel they won’t be able to keep up in terms of technology (Prensky, 2005).

 

Numerous factors influence teachers’ self-efficacy and attitudes toward technology, including a fear of technology, lack of motivation, lack of technological skills, as well as students possibly knowing more and being more comfortable when using technology than the teacher. Teachers’ past failures with technology may also impact their attitudes, judgments, and assumptions about using technology in the classroom. A teacher will remember getting a computer to work in front of a group of students but may believe it was only because the technology was easy to use, not because s/he was able to do it. In general, teachers’ reluctance to use technology is still prevalent today (Pelak & Walls, 2009; Sahin, 2006; Sugar, 2005; Sullo, 2007). 

 

Time. The number one barrier we are faced with technology professional development. Time needed for professional learning, time for teachers to explore the technology, time for them to adapt and adopt. After school sessions are some what effective, but teachers are tired and stressed from a day of teaching. Lunch time sessions are short and teachers need to be focused and not on what time to pick up their classes. Time. Time during the school day is a solution, but then teachers worry about their classes and substitute teachers. Weekend workshops? Summer Training? Time. How do we begin to solve this dilemma? Are we chasing time or is time chasing us?

 

REFERENCES

 

Becta,(2003) What the research says about barriers to the use of ICT in teaching.

Retrieved November 5, 2008 from http://www.becta.org.uk/research/ictn/

 

Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, 39(1), 22-43.

 

Boling, E., C. (2005). Preparing teachers to integrate technology for literacy instruction.

Paper presented at the National Educational Computing Conference. From

http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archive

s/NECC_2005/Boling-Erica-NECC05.pdf.

Ertmer, P. A. (2006). Teacher pedagogical beliefs: The final frontier in our quest for

technology integration? Educational Technology Research and Development 53(4), 25-39.

 

Milbrath, Y and Mable, K. (2000). Computer technology training for prospective

teachers: computer attitudes and perceived self-efficacy. Journal of Technology and Teacher Education, 8 (4), 373 – 396.

 

Pelak, D., Walls, R. (2009). Teachers’ beliefs and technology practices: A mixed method

approach, Journal of Research on Technology in Education, 41(4), 417-441.

 

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.

 

Sahin, I., Thompson, A. (2006). Using Rogers' theory to interpret instructional computer

use by co-faculty. Journal of Research on Technology in Education, 39(1), 81.

 

Sugar, W., Crawley, F., Fine, B. (2004). Examining teachers’ decisions to adopt new

technology. Educational Technology and Society, 7(4), 210-213. Journal of Research on

Technology in Education, 39(1), 22.

 

Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: Association for Supervision and Curriculum Development. 1-164.

Dr. Christine Coleman has been a Director of Technology for more than ten years. For the past six years she has been working in the City School District of New Rochelle and her department manages a 13,000 user network. She is responsible for integrating technology into the K-12 curriculum, technology professional development, technical support services, data processing services, strategic planning and project management of technology, technology budget management and asset management for her district.