Barriers to the Effective Use of Technology in Education

 

Using technology for education and in the classroom “has the potential to improve learning and teachers’ quality of life” (Jarvis, 2015, p. 1). Technology has also provided a unique platform for effective communication between students and teachers in ways that have hitherto impossible (Dawes, 2001, p. 61). If these facts have been proved and we believe them to be true, why are so many teachers’ experiencing apprehension and even refusing to use technology in their lessons? Surely there must be a deeper explanation than the fear of killing the class through “death by PowerPoint” (Petty, 2014, p. 352).

The list of reasons which explain the barriers to teachers using technology may indeed be extensive. This blog, however, will focus upon the four main barriers to the effective use of technology in education that I have come across in a number of placements over my teaching experience.

The first barrier to the effective use of technology in education is a simple and practical one; Economy. On a basic level, not all colleges can afford a computer or iPad for every students and even if they are able to provide these, it is likely high quality equipment requires a high set-up cost (Reece & Walker, 2007, p. 137).

Secondly, even if institutions can afford to purchase and install technologies, the room in which the lesson takes place in may not be equipped. This was something I experienced on my first placement. I arrived at the college armed with my new knowledge of Prezzie, Powerpoint and Hot Potatoes only to find that the room that I teach in does not have a projector or a SMART whiteboard. The lectures I take last for a total of seventy-five minutes per lecture so this certainly was a difficult barrier for me to overcome. I solved this problem by conducting fun games using paper and pen – the old fashioned way. Needless to say the students enjoyed this immensely.

A third element which prevents teachers from using technology is their level of digital literacy. The knowledge of technology is essential in the process of using it within the classroom (Reece & Walker, 2007, p. 137). There is a stereotype that older teachers are less likely to use technology in the classroom because of their age. However, whilst at Cardiff University the opposite turned out to be true; my tutor, though much older than myself, was extremely on the ball with the latest technologies.

A fourth barrier to using technology is that it can be very unreliable which results teachers having to provide backups or alternative lesson plans. As Reece and Walker note, “the creation of good interactive materials is time consuming” (Reece & Walker, 2007, p. 137). Teachers spend a lot of time planning lessons to begin with and in the event that the internet breaks down it is possible that your whole lesson can be lost. This means that when a lesson is based around technology, many teachers will have to prepare two lessons in the event that the first (technology based) lesson does not succeed. There are ways of saving your presentation to multiple hard drives and email accounts but as this takes time many teachers may prefer to stick to teaching methods that do not require backups and can be relied upon to provide successful outcomes every time.

Many teachers may have an apprehension towards technology simply because the human race has managed to educate themselves for centuries without the aid of technology. Even books on using ICT in the classroom tend to stress that technology is only an aid and should not be the main focus of any lesson. To use the old fashioned phrase: “If it’s worked thus far, why change it”?

A fifth and final barrier to the effective use of technology in education is that the use of technology in the classroom can prevent or reduce student interaction (Reece & Walker, 2007, p. 137). Furthermore, it has the potential to reduce interaction between the students and the teacher. It has been proved that effective and successful learning happens when there is a healthy (professional) relationship or communication between pupil and teacher. Harries discusses the importance of sharing with ones students and being a good role model for them to learn from (Harris, 2012, p. 19). Building good working relationships with students not only improves the teachers’ classroom management skills but also encourages the notion of respect within the learning environment (Kidd & Czerniawski, 2010, p. 146).

 

In the subject of music, particularly, teacher-pupil relationships are vital and many students have a few lessons with different teachers for around two months before they decide which one is the right teacher for them. This is due to the heavy amount of “sharing” that takes place during music lessons. The most powerful lessons in music can be those where two people are discussing their love for music (Harris, 2012, p. 15). So to substitute this with technology or a computer who is not able to sympathise or share would be problematic to say the least.

It has been suggested that the use of technology “is neither necessary nor sufficient for good teaching”, yet is very effective when used as a teaching aid (Jarvis, 2015, p. 11). If we also believe that teaching and learning happens most fruitfully when there is a good relationship at the base of the learning process then it would seem that technology is merely a secondary additional which some teachers prefer to use and others prefer not to. Some teaching styles may be effective enough without the use of technology and it could be argued that these teachers who have perfected this method are extremely skilful at their job.

 

References

Dawes, L., 2001. What Stops Teachers Using New Technology?. In: M. Leask, ed. Issues in Teaching Using ICT. London : RoutledgeFalmer, pp. 61 - 79.

Harris, P., 2012. The Virtuoso Teacher. London: Faber Music.

Jarvis, M., 2015. Brilliant Ideas for Using ICT in the Classroom. New York: Routledge.

Kidd, W. & Czerniawski, G., 2010. Successful Teaching 14 - 19: Theory, Practice and Reflection. London: sAGE.

Petty, G., 2014. Teaching Today: A Practical Guide. Fifth Edition ed. Oxford: Oxford University Press.

Reece, I. & Walker, S., 2007. Teaching, Training & Learning. Sixth Edition Revised ed. London: Business Education Publishers Limited.