Why Aren’t Teachers Using More Technology in the Classroom?


Why Aren’t Teachers Using More Technology in the Classroom?

By Justin Boyle

With all the buzz in the news about education technology, one would think that teachers were integrating cutting-edge teaching tools into their lesson plans faster than edtech startups could pump them into the market.

But according to a nationwide survey by the Software and Information Industry Association(SIIA), that isn’t exactly the case. The report on their findings, presented at theInternational Society for Technology in Education (ISTE) conference and expo in June 2013, suggests that technology integration in schools remains virtually unchanged from last year and still falls far short of the organization’s determined ideal.

So, what’s going on here? What could be standing in the way of effective technology integration in the classroom? It’s certainly not a lack of innovation on the supply side. Let’s take a look at some of the data and see if we can’t shed some light on things.

The Facts on the Ground

According to SIIA, edtech integration is lagging in all sectors. Postsecondary institutions do seem to have made a relatively successful effort to make use of educational technology in their coursework — perhaps so much so that the perceived importance of continuing to integrate tech at the college level has fallen since last year — but the K-12 educators surveyed reported some troubling truths.

Most notably, instructors across the board reported bandwidth access that was less than adequate for robust communication and administrative needs. Multiple factors might drive this change in the numbers, such as demands of online tools potentially outpacing the capabilities of teachers’ local hardware or institutional IT policies that may predate current bandwidth needs, to name just a couple.

Issues of bandwidth and speed are typically tough to pin down.

The study also reported that elementary and secondary schools were bringing up the rear in terms of devices in the classroom, with just one in five elementary schools, and only about half of junior high and high schools, permitting personal device use. As reported onteacherportal.com, mobile devices are being used in education at all levels, but in contrast to the low usage in the K-12 space, 95 percent of four-year colleges allow students to bring their own mobile device to class.

Exploring Reasons Why

The SIIA survey reported the statistical realities of technology adoption in the classroom, but it was up to the edtech correspondents (and the teachers themselves) to sort out why. A lot of possibilities have been kicked around on discussion forums about teaching and in the blogosphere; here are a few select ones, in no particular order:

  • Teachers might be too set in our ways, suggests one educator, making them hesitant to try anything new that they aren’t sure will work with their tried-and-true methodologies.
  • Schools and districts might lack the resources necessary to provide teachers with professional development on available high-tech tools.
  • According to some, technology prejudices may be a factor on both sides of the desk — that is, students and parents as well as teachers might have strong notions that computers are strictly for entertainment.
  • Another teacher suggests that it can be difficult to restrict accessible content on devices, leading to trouble when students discover that there are built-in operating system utilities designed for playing around.
  • Some commenters cite the already busy schedules of administrators at both the school and district levels and the difficult task of finding time and resources to mount a serious edtech initiative.

Another survey, this one taken by the Early Childhood Technology Collaborative and reported on Edudemic, highlights a factor that might qualify as an elephant in the room when discussing classroom edtech. According to 61 percent of teachers and 56 percent of administrators surveyed, the main reason why they’re not using more high-tech scholastic tools is that their program budget lacks the funding necessary to get a comprehensive program off the ground.

That’s certainly something about technology, in education or any walk of life — the latest, most cutting-edge tools and platforms are rarely ever cheap. In order to make an informed budgetary decision about educational technology, admins need someone who can assess the edtech landscape from both the technical and the curricular perspective. That sort of professional can be hard to find, and may be even harder to afford.

Education: The Bottom Line

The SIIA data may raise more questions than it answers, but one important point does rise to the surface as we massage the numbers. We know that schools can benefit from education technology, but what about technology education for faculty and staff? Isn’t it fair to say that more schools would be using edtech if the tools and platforms themselves were more clearly understood?

Edtech innovators certainly don’t seem to be flagging in their quest to produce feature-rich Web apps and software tools designed to make teachers’ lives easier, but educators can’t just put their jobs on hold to learn the ins and outs of every new tool. Tech integration in schools may just stay slow until there’s a way for teachers and administrators to get some education of their own.

About the Author:
Justin Boyle is a tutor, editor and designer who works in media production for an ecology non-profit.


Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s