The factors I came accross most frequently is (a) time and (b) effort to integrate technology in the classroom environment. The more you can save time of teachers when introducing ICT, the more likely it will be adopted on a larger scale and not only by pioneers. Apart from the contact hours in the classroom (which usually can not be reduced), teachers spend most time on lesson preparation and assessment.
Its the time of their class and moreover they are interested in delivering that day's lesson orally with sometimes using board. Thay were assigned to complete the syllabus in restricted time. So how can they go on using tech in a limited class time.
Does that means there is limited time for them to deliver lessons? or they are not able to effectively manage their time?
yes, they start and close and start revision of the lessons to score high. system has to change but who cares. parents busy in their jobs and want their children to score high no matter if they understand the subject . Bhai u r from Dubai but corporate schools in India goes this way only. even i was told when i did discussed with the Principal. so i did started to spend 3-5pm every Sunday with my son.
Recent studies in Chile, on barriers to the implementation of ICT in the classroom. has proven that a new barrier is related to the subject of innovation characteristic associated with sense leads him to use ICT.
Everything mentioned Hardy (Teacher attitudes and knowloged of ICT) today is explained by the ability of this educational innovation.
My institution has just finished 3-semester studies for teachers wanting to have second profession (in our case - school librarian). Most of the 60-person group were women and many of them were older than 40. After computer classes with me they clearly stated that they couldn't use technology so far because they were scared and intimidated by their student's increasing knowledge about Internet and communication devices. So in my opinion there's still big problem with teacher's education in that field.
The factors I came accross most frequently is (a) time and (b) effort to integrate technology in the classroom environment. The more you can save time of teachers when introducing ICT, the more likely it will be adopted on a larger scale and not only by pioneers. Apart from the contact hours in the classroom (which usually can not be reduced), teachers spend most time on lesson preparation and assessment.
I can speak only for german schools: The technical equipment in schools is very poorly. If they have the right equipment, teachers are afraid to damage something- Otherwise they think, that the pupils could damage the equipment. I know, this is a very pragmatic answer, but it s the reality.
Another problem is shortsightedness in process of providing modern equipment (like media tablets). In situation I have heard about, such tables were bought under the government program with very expensive software and licence for one year. When teachers learned how to use the equipment in the classroom and ceased to fear it, the license was over. And the school can not afford to extend it...
I think one of the main reasons limiting the use of IT in classes is the lack of knowledge of many teachers. Nevertheless, there are other reasons.
As already told above, lack of funds is surely one of the main reasons; first you have to buy IT hardware an then (often underestimated), you have to pay the maintenance. After e few years, the hardware is often old, slow and less reliable... Teachers therefore have to be able to continue class even if IT doesn't work.
Another legal matter is, that licenses for software are often very expensive and time-limited. In our school, we work mostly with open-source software, which is often as good and reliable as commercial.
IT can be an enormous help in supervising individualized weekly plans of the students/pupils.
My opinion,
An expert computer gamers can only alive on the game scenario.
They aren't an expert survivor in real world.
They are ordinary people, not a succeed person nor an influence people.
Some of them are failure people in real world.
"Get rid of the virtual world " and "Leaving the virtual world as much as possible" are the valuable choice to be "An expert in the real world".
▬Reading literacy, Science literacy and Mathematics literacy ▬'ll be an answer of this question.
At the University where I teach the discipline of Communication and Information Technology Applied to Education, reports of undergraduates and graduates teachers is the lack of support from older teachers who do not accept the inclusion of new technologies in school. It is a problem that still should last another ten years. Until these older teachers retire. On the other hand, if we talk of technologies related to information technology, we still have high stats in Brazil for people who do not have access to technology.
Lack of information in how to use it and time to explore what they do learn in the "drive by" educational stints provided by school districts when new technology is introduced.
Exactly. I agree. In Brazil the teacher does not have time to explore the technologies (the workload is great to have good salaries). Thus, I believe and advocate the idea of inserting the use of technology and its mauseio still in the process of teacher education. After that, it gets very difficult.
I was a school teacher when the Malaysian Ministry of Education started Teaching and Learning of Science and Mathematics in English (Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, abbreviated as PPSMI). For many years, Science had been taught in Malay. I was provided a laptop and LCD projector and software CDs for teaching Secondary School Science. I attended a course to upgrade English, but I did not have any course to improve in IT. So I struggled and learned on my own. I took good care of the equipment given to me on loan. When the antivirus expired, I went to a computer shop to install Avira. We didn't have internet access. After about 7 more years of teaching, I was offered this present job of teaching pre-university students. I returned the equipment back to my school in good shape.
Now, I get assistance from computer technicians and learnt a lot more from them. They are just a call away. How wonderful! All this help was not available to me when I was a school teacher. I think this support is what school teachers need badly!
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It seems to be unclear to teachers what is being sought after by integrating technology into classrooms. Nor is it clear what the final outcome should be. Teachers seem to think that increasing the amount of technological equipment in classrooms and increasing training for teachers would solve the issues currently at hand. On the other hand, teachers do realise that technology alone does not trigger change in the operational culture of educational institutions; there is a need for new kinds of pedagogical methods as well. Schools are in need of joint efforts, collaborative knowledge-building and shared experiences in order to focus as a community on how to further develop the use of ICT at school to foster learning.
I find that many teacher lack confidence since they haven't been properly instructed in the use of the implements of educational technology nor have they been given the opportunity to utilize these implemts in sample lessons. A creative teacher will plan to use even the most basic form of educational technology in order to envigorate their lessons.
The question is related to "school teaching" and "class room". Therefore we assume that major teaching activity happens inside the class room. Also possibly we are permitted to assume that number of students in a class may not be too large. With these assumptions I feel that one should not use modern technologies. This is so because in good teaching what is needed is good interaction between the teacher and student. While solving a problem in arithmetic, for example, the teacher should teach the students how to think. "How to think" is a very important issue in every teaching activity and this can not be achieved by using technology in their classrooms. However, when mass education system is an issue one may have to go for concept like virtual class room. Their host of technology will be required. Such activity involves large input and therefore adequate skilled personnel may not be a problem. But for a conventional teaching system such technology should not be used and possibly because of this experienced teachers are reluctant to use such aids.
Teaching with technology is not an easy task! Several investigations have been carried out on the technology integration in the teaching/learning process and repeatedly concluded that the methodologies used should be rethought, not occurring improvements in educational attainment, teachers were not comfortable with the use of these technologies and there was a great lack of resources in schools.
First and foremost reason is willing mind in other words self motivation, then lack of know how about using technology, availability and accessibility of relevant software.
then other routine reasons like overflowing workload, time constraints, cooperation of fellow teachers etc.
There are several reasons to quatify it.
1. Adopting and utilizing technology to impart training requires additional skills and knowledge ( i.e. the exposure of the teaching staff in these aspects are questionable)
2. It requires availability of instructional tools such as Computers, well equipped labs and class rooms etc.
3. The utility of technology also depends on the complexity of the subject area that necessiates the utility of the advaced tools such as animations / 3D figures to explain the contents.
4. Lastly, Cost factor (i.e high cost) is the major obstrucle for its implementation.
Technology is available. If such application is necessary it will automatically be used why we should try to promote its application? Moreover teaching at this stage deals with basic subjects on which the entire higher education system depends. Therefore, if teachers do not find such application essential they should not be forced to do so. Advancement in technology is not a new thing. Previously also printing technology could establish a major role in education because that was a natural choice. One should never try to vend technology; it should only be used if it is a welcome selection.
In Argentina, in my 15 years of experience, the major limitation is the teachers motivations and interest to use technology, even now when the government is implementing the OLPC program (sort of) the weak link are the teachers training and poor managing resulting in 300 computers per school with a narrow bandwidth... but the worse is the tteacher´s use of the resources... again, teachers must to study and learn how to take advantage of computers and mobile devices...
I feel, the attitude of the “e-proponents” is that at any cost e-products must replace the traditional system irrespective of any benefit achieved from this change. Some times cost benefit consideration and learning efficiency are proposed as an argument in favor of such replacement. But is there any comprehensive data for such claim? Do we have enough material to decide the level at which e-learning system is necessary. I use the word “necessary” because I feel necessity should decide replacement of an old system. It should not be introduced just because the e-intellectuals believe that it is good.
Placing technology in classrooms does not insure that it will get used appropriately, or even that it will get used at all.
This type of teaching requires a change in the teacher’s method of teaching and learning, the amount of time needed to learn how to use the technology and the location of models that work with technology.
If you are a teacher with long experience in the field and usually you didn’t use any technology to support your lessons, even if the school is modified so that every classroom has computers, multimedia projector, interactive whiteboards available and access to the internet, this won’t mean changes!
To acquire the necessary knowledge to handle technology with students, an observation of the technology in use is necessary in order to show the considerable variation that each teacher can have.
Teachers need time to develop their technological fluency, apply pedagogical strategies to materials available, develop new materials, and then incorporate technology into their teaching.
A teacher must be convinced that the use of technology will improve the learning scenario in the classroom. Unless this happens one will not like to change his/her teaching methodology. This is so because this change requires a good amount of labor for the initial preparation of the technology supported teaching materials.
I agree with the points made by Arun and Anup . However, the technology is not used in all subjects with the same intensity and therefore there is a high percentage of subjects in which the level of integration is virtually nonexistent or , from another perspective , there is a high number of teachers who do not using technology in teaching and learning activities promoted in the classroom. It also believes that it is imperative to train and upgrade in technology teachers working in educational institutions , since the success of any change in the classroom depends on the attitude and skills they own.
Other elements that can be considered are :
1. Lack of planning workshops or other special activities by the institution, to update and train teachers in the technology area.
2. Slight motivation on the part of management to promote the use of new technological resources.
3. Lack of knowledge and skills in teaching, enabling them to use the computer and other resources.
4. Lack of incentive for teachers themselves, that require you to address the use of these new technological resources.
5. Ignorance of the importance of technology in education.
Certainly people should be responsible for their training and development , and this should become more important once it is professional. However, there are many factors involved and disadvantage upgrade and continuing education of teachers, many of them are commonly referred to by various authors and in many studies .
The time factor and the economic factor involved as direct causes sometimes impossible for teachers to have access to extension courses, postgraduate studies and resources , such as books and computers.
I do not understand that why at all a school teacher should use technology in the classroom? Is it because the technology will glorify his/her presentation so that learning becomes entertaining? Is it because of the fact that this makes promotion of a teacher easy? We must be able to prove first that inside a classroom the use of technology improves the teaching quality. We must prove that the use of technology is necessary. Only then the teachers will start using the same.
There are two main reasons that I feel prevent teachers from using technology within their classroom: strict budgets and a lack of understanding.
Unfortunately, most schools are not equipped with the proper funds that it takes to provide their students with the best resources available. Teachers can only contribute so much of their income before it becomes a financial burden on their personal lives, so technology often has to take a backseat, especially because it is one of the more expensive aspects of running a classroom.
In addition, even if the funds are available to teachers, there might not be adequate guidelines set in place for actually educating teachers on how to properly use technology in the classroom. Technology can be a very intimidating resource to get a handle on, especially for older professionals. There needs to be more workshops and education available for teachers to learn and, therefore, better understand how to implement this amazing resource in their own classrooms.
In this era, it is vital for teachers to know how to use ict for teaching.
- Teachers do not use these technology for teaching because they are either not grounded enough in the subject area, they do not understand the use of the present technological gadgets. Their students are even better off in using these gadgets although for other purposes. School authorities do not conduct trainings and workshops regarding the use of these technologies. Teachers are in their own end lazy to seek for knowledge in the area of how to use the tools. These and some other vital reasons prevent teachers from using technology in their classrooms.
Teachers use of technology, to help teaching and learning. I found out that the availability of a professional who can readily guide them was one of the factors that strongly encourage use of technology by teachers
The fear with regard to applying new technologies in the classroom but they have to change their approach so that teaching-learning be effective.
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