Bauer and Kenton (2005) studied thirty “tech-savvy” teachers who used computer technology in their instruction. Among other things, these teachers were asked to define obstacles the needed to overcome to successfully implement that technology. Teachers presented these eight obstacles:
1. Challenges with equipment
2. Lack of time to include technology into instruction
3. Varying student skill levels
4. Varying teacher skill levels
5. Scheduling instruction in the computer lab
6. Software compatibility and accessibility
7. Internet connectivity
8. Class size
Researchers suggest ideas to address these obstacles. These suggestions are: to instruct teachers on proper computer integration, involve administration with support of teachers, upgrade the computer technology in classrooms, offer technology workshops for teachers, and provide a someone from the administrative task to be on staff to deal with any technology issues.
In my own practice, I can relate three obstacles of technology integration that I have experienced. Keyboarding, lack of resources, and teacher beliefs are the three obstacles of technology integration that I find in my own instruction. Typically, students in second grade have not had formal keyboarding practice or instruction. One of my students commented that typing their Google Doc would be so much easier if she could type faster. Teachers must make time for students to practice on the various keyboarding websites that are available. Students that have access to computers at home could be encouraged to practice after school. With instruction and experiences in new technologies, students will develop skills in new literacies (Roblyer & Doering, 2013). To address the concerns of lack of resources, teachers can apply for grants, schedule time into the school’s computer lab, or share materials with other classrooms during times that those classrooms will not be using their technology equipment. Teacher comfort level when using technology comes with practice and time. Teachers comfortable with technology could be mentors for those teachers that need technology instruction and practice. Administrators must encourage teachers to go to and/or provide staff development opportunities to teachers that need support in integrating technology into their classrooms. They must also make the connection to how this integration can improve student achievement.
Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.