Barriers to the effective use of technology in education

Although technology is clearly making an impact on the way we learn and teach (Edwards, 2012), there are a number of barriers that teachers and students alike face when introducing technology into their everyday education. Whilst most educators realise the potential for success introducing technologies offers, such as the development of collaborative learning (Luckin, 2010) and learning anywhere at any time (Chuang, 2009), they must also be aware of the limitations to using technology just because it is available.



One of the most obvious problems with technology is the possibility that they will not work. Most technology relies on the use of digital networks, or the internet, therefore if there is a problem with either the technology will cease to operate (Edwards, 2012). Digital networks are prone to technical failure and this can have a massive impact on teaching and learning.



Ramey (2012) has proposed that lack of professional development is a major barrier to using technology effectively in education. Whilst many students are more than adequate in using recent innovative technologies for their personal use, there is still a limitation in that merely introducing the use of technology into the classroom will not lead to collaborative learning (Luckin, 2010). Teachers require sufficient training and support for using and implementing these technologies before learning can change. Shim and Shim (2001) also agree that simply providing the tools for change will not correspond to change; faculty members require considerable training to be able to support themselves and their students when using technology in the classroom. In addition to this, Johnson (1997) has identified that some teachers are not happy with changing their teaching styles to incorporate new technologies. Many feel that technology diminishes their role as teachers therefore are opposed to begin applying the current changes in society in relation to technology and learning.

Integrating new technologies into teaching is rarely an easy task. Technology has the right to be included in education as long as it is appropriate for enhancing learning (Lawrence and Lentle-Keenan, 2013); however research has shown that many students are comfortable with the amount of technology that is already being used in learning environments. According to Luckin (2009) up to 78% of students think that using PowerPoint presentations is very important in schools, and that changing these traditional ways of teaching has the ability to obstruct the learning process. Goodman (2001) also implies that students are ultimately responsible for their own learning; the introduction of technology may do very little to help the learning process. Using technology can be a barrier to learning in itself if it is only used because it is available, not because it is appropriate for the teaching style or to enhance educational roles.

A final barrier to the effective use of technology in education has been highlighted by Luckin et al. (2009). Collaborative learning is seen as one of the most important introductions to education and the introduction of Web 2.0 aids the collaborative process. However, when being assessed, students may struggle to differentiate between the mediums of collaborative learning and individual learning. Students are subject to restrictive assessments procedures that require separate submissions of personal work. This barrier needs to be overcome by succinctly clarifying the extent to which collaborative learning can be incorporated into classrooms, and even outside of class on homework tasks.

In conclusion, there are many advantages and just as many barriers to using technology effectively in education. It seems to be down to individual discretion as educators to decide what technologies will be effective, and what are simply being introduced into the classroom because the idea sounds good. In current society, it seems that the advantages of using current technology most definitely outweigh the limitations. However, it may need to be recognised that barriers to using these technologies effectively within education can be seen at an individual level (the teachers preference) an institutional level (insufficient training or support), or a technical level (technical failure).



References

Chuang, K-W., 2009. Mobile technologies enhance the e-learning opportunity. American Journal of Buisness Education, 2(9), pp.49-53.

Edwards, A., 2012. New technology and education: Contemporary issues in education studies. London: Continuum International Publishing Group.

Goodman, P. S. ed., 2001. Technology enhanced learning: Opportunites for change. Mahwah: Lawrence Erlbaum Associates.

Johnson, D. C., 1997. Integrating technology in the classroom: The time has come. Computers in Schools, 13(1/2), pp. 1-5.

Luckin, R., 2010. Re-designing learning contexts: Technology-rich, learner-centred ecologies. Abingdon: Routledge.

Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A. and Oliver, M., 2009. Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11-16 year old students. Learning, Media and Technology, 34(2), pp. 87-104.

Ramey, K., 2012. Barriers to the effective use of technology in education. Available at: http://www.useoftechnology.com/barriers-effective-technology-education/ , [Accessed 18 November 2013].

Shim, M. K. and Shim, S. J., 2001. Mobile computing in higher education: Faculty perceptions of benefits and barriers. Journal of Educational Technology Systems, 29(4), pp. 345-354.