Barriers to the effective use of technology

Technology has played a big role in changing the education environment in the establishments across the UK which have chosen to implement it. However, not every school, classroom or learning environment has had the opportunity of using technology in their education system. At times technology can be complex, so, some educators find it difficult to integrate it into their existing curricula. In the majority of cases technology is delivered as an additional subject but they do not integrate it in already existing subjects. Refusing to learn technological tools and how to use them in the classroom can leave many establishments backward and this can also effect on the grades of students (Ramey, 2012).

(Bengimlas, 2009), reviewed the literature on barriers to the use of information and communication technology across a variety of teaching and learning environments. He points out that there have been various schemes for classifying barriers. For example, they can be classified as extrinsic or intrinsic barriers, as teacher-level barriers versus school-level barriers, and as material or non-material barriers. He concluded that the major barriers can be classified as lack of confidence, lack of competence, and lack of access.

Focusing more on the barriers to the effective use of technology within higher education, (Johnson & Maddux, 2010) state that through their experience it is clear that the use of technology in the classroom is highly valuable. However, they believe it to be constructive to think about the opposing pressures or tensions within institutions of higher education that pose problems and impose barriers. An example of this would be the separation of technological from academic roles in the organisation of the typical university.

“Typically, information technology (IT) departments exist completely separately from academic departments. This separation is understandable and may be unavoidable, but the degree to which the two groups of professionals are isolated from each other is the problem. This isolation often results in very little communication between IT professionals and academic professionals.” (Johnson & Maddux, 2010).

In conclusion, the author believes that for technology to play a more thorough role within the classroom, teachers and academics in all fields need to be educated on its importance and its advantages. From the research undertaken, it appears that the cause is in need of someone to take the lead and be brave enough to push it into all curriculums and classrooms across the country to enforce the change.

Reference List

Bengimlas, K. A., 2009. Barriers to the Successful Integration of ICT in Teaching and Learning Environments. Eurasia Journal of Mathematics, Science & Technololgy Education, pp. 235-245.

Johnson, L. & Maddux, C., 2010. Information Technology in Higher Education: Tensions and Barriers. Computers in the Schools, pp. 71-75. Ramey, K., 2012. Barriers To The Effective Use of Technology In Education. [Online]
 
Available at: http://www.useoftechnology.com/barriers-effective-technology-education/
[Accessed October 2013].