Barriers to EdTech

EDUA 6375 - Foundations of Educational Technology

Technology has become an integral part of our lives in the 21st century, and education is no exception. The use of educational technology, or EdTech, can enhance learning opportunities, increase student engagement, and provide new and innovative ways to teach and learn. However, despite the potential benefits, several barriers exist to implementing and adopting EdTech in educational institutions.

While many students are excited about the prospect of using technology in the classroom, others may be hesitant or even resistant to the idea. Some students and parents may lack access to technology at home, making it difficult for students to keep up with their peers who have more resources. Others may find it difficult to adapt to new technology or may feel overwhelmed by the amount of information available to them. According to "The Student View on Educational Technology" video (LSE, 2016), the students expressed different barriers. Some of the students expressed that lectures should be more interactive and made available on lecture capture; they would like to use Virtual Reality to make it more interactive, and other students would like to have examinations on the computer.

According to the article "A Study of a Rural High School Trying to Use iPads in the Classroom" by Kalonde (2017), one of the barriers is the lack of school administrators and district-level support. Studies have shown that school-level leadership and support for some kind of technology professional development initiatives, along with straightforward administrative policies for management, oversight, and accountability, is needed. A study by Bebell et al.(2010) showed that teachers use computer technology mostly for class preparation and communication and more rarely for grading, delivering instruction, and directing students to create products. Other barriers included the lack of administrative support, teacher perceptions, and comprehensive professional development. (Kalonde, 2017)

The article "Extrinsic and Intrinsic Barriers of Integrating ICTs Tools in Teaching at Undergraduate and Elementary Level: A Comparative Study " (Jamil & Bano, 2016) expressed that some of the barriers that Teachers present are:

Extrinsic Barriers:

• Lack of Time – Adopting ICT is additional work (extra time), which teachers don’t have given all their other responsibilities in school.

• Lack of Effective Training – Teachers cannot teach their students with the help of ICTs because of the lack of effective training.

• Lack of Accessibility – Teacher's lack of motivation due to the lack of availability and accessibility of ICT resources, lack of time in the classroom, lack of social awareness, and less supportive school environment.

Intrinsic Barriers:

• Lack of Confidence – Lack of teacher personal confidence and insufficient access to ICT resources. It was observed that teachers knew how to use ICTs but were not confident about using these resources in the classrooms or how to manage teaching through these resources.

• Lack of Teaching Competence – ICTs can only be effectively used if teacher qualifications and development match the advanced education system. It was observed that teachers do not have the necessary skills that help them to be qualified and familiar with the applications of ICTs.

• Resistance to Change & Negative Attitudes – The highest barrier to the integration of ICTs in the teaching process is the change: training for the use of ICT’s adoption – utilization of technologies, adaptation – use of technology for the expansion of curriculum; appropriation – integration of technology due to their exceptional qualities; intervention – intervention of new areas of research where technologies are implanted.

To ensure that EdTech is effective and accessible to all students, addressing the concerns and finding ways to overcome them is crucial. Some advice to best address barriers toward integrating technology in a learning environment is that schools and universities can offer training and support for students, teachers, and parents through in-person workshops or online resources. This can help build confidence and ensure that students use EdTech tools to their full potential.

In conclusion, EdTech has the potential to transform education and enhance learning opportunities for students. However, there are several barriers to its effective implementation and adoption. Schools and universities must address these barriers by investing in infrastructure and resources, providing training and support for teachers, and overcoming resistance to change. By doing so, we can ensure that EdTech is used effectively and that all students have access to the latest and most innovative learning technologies.

For future reference:

References

Jamil, M., Jamil, S., & Bano, S. (2016). Extrinsic and intrinsic barriers of integrating icts tools in teaching ... Extrinsic and Intrinsic Barriers of Integrating ICTs Tools in Teaching at Undergraduate and Elementary Level: A Comparative Study. https://www.bzu.edu.pk/PJSS/Vol36No22016/PJSS-Vol36-No2-40.pdf

Kalonde, G. (2017). Technology use in rural schools: a study of a rural high school trying to use iPads in the classroom. The Rural Educator, 38(3), 27–38. http://files.eric.ed.gov/fulltext/EJ1225158.pdf

LSE. (2016, May 6). Edtech – The student view on educational technology [Video]. YouTube. https://www.youtube.com/watch?v=xL3eTthS7UY