Barriers to the Effective use of Technology in Education

  
As Murphy and Greenwood (1998) states:

This article identifies obstacles to the successful implementation of the information technology curriculum for student teachers introduced in the UK in 1998.  Based on a 1997 survey of lecturers and students in three teacher training institutions in Northern Ireland, the three main obstacles are identified as: student access to computers, the ICT policy adopted by initial teacher training providers, and the lack of encouragement for students to use ICT on teaching practice.  Includes guidelines for the development and implementation of an effective ICT policy in initial teacher training institutions. (Murphy, Greenwood, 1998, pp.413-429).

Murphy, Greenwood, 1998 stated three main barriers using ICT in education, student access to computers, lack of training and lack of encouragement for students to use ICT.

Reflecting on lack of access, many learning environments may have no access to computers or technological tools such as interactive whiteboards which can be used as a visual aid. There also can be a lack of access to the internet which is an excellent research tool in education and remote learning.
As Ertmer (1999) states:

Examines the relationship between external (first-order) barriers and internal (second-order) barriers to technology implementation.  Observations and interviews with teachers who have achieved varying levels of technology integration indicate that although first-order barriers constrained all teachers' efforts in the school, teachers respond differently to these constraints based at least in part on their beliefs about what constitutes effective classroom practice.  Strategies for staff development in technology use are discussed. (Ertmer, 1999, pp.54-72).

Reflecting on lack of professional development. Educators feel unprepared to learn skills and integrate technology in teaching resources. There is a lack of technological training to teach the educators to use technology to aid their teaching and allow more accessibility for learners to learn. The lack of teachers technological tools and creativity can also create a barrier to using technology. Some teachers may not develop these skills and will avoid using technology in their teaching. Research by Snoeyink and Ertmer (2001) suggests that:

Reports on a two-year study exploring the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching.  Using qualitative research methods within a case study framework, the research focused on incentives and barriers to using computer technology, and professional development approaches.  Results indicate participants' preferences for learning basic computer skills before integrating technology into the curriculum, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas.  First-order (extrinsic) barriers to computer use, such as problems with equipment, were often found to mask second- order (intrinsic) barriers, such as lack of computer skills. (Snoeyink, Ertmer, 2001, pp. 85-111)

This article investigates the discrepancy between the level of technology use expected of teachers and the actual use and integration of technology in the classroom, examining the barriers that impede implementation and integration.  Drawing on the literature in this field, the paper identifies the following as reasons why a gap exists between actual and expected use of technology: resistance to change, negative attitudes towards computers, constraints on training and support, cost, and a lack of access to the right types of technology in appropriate locations.  Includes recommendations for the implementation and integration of technology, including guidelines for creating a technology plan and addressing training issues. (Fabry, Higgs, 1997, pp. 385-395)

 Fabry and Higgs (1997) state resistance to change as a barrier. Reflecting on this teachers refusing to change their old teaching methods. There is also negative attitude of teachers making excuses not to use technology such as not having enough computers, not gaining enough technical training, and that it is too time consuming to develop teaching resources using ICT. There are also teachers that feel that technology is replacing their job role and so instead of losing their job and their old ways of teaching they will refuse to integrate technology in their teaching.

References

Ertmer, P.E.A. (1999) Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education.
Fabry, D., Higgs, J. (1997) Barriers to the effective use of technology in education. Journal of Educational Computing.
Murphy, C., Greewood, L. (1998) Effective integration of Information and Communications Technology in teacher education. Journal of Information Technology for Teacher Education.
Snoeyink, R., Ertmer, P. (2001) Thrust into technology: how veteran teachers respond. Journal of Educational Technology Systems.   

How Technology has changed the way we learn

Information and communication Technologies (ICTs) have been an integral element in the development of learning in forms of open, online and distance education which has bought new opportunities for lifelong learning.

The impact of ICT on learning is usually discussed in relation to the use of the World Wide Web however, ICT impacted on higher Education (H.E) before the Internet. The application of print, audio-visual and broadcast media to distance education has enabled access to adults with roles and responsibilities to continue with H.E.

Leach and Moon (2008) identify six ways in which ICT can aid teaching and learning:

• easier access to a wide range of information
• easier links with other teachers and other learners
• more effective teaching of key concepts and disciplines understanding
• pedagogic (helping teachers support learners and aiding collaboration)
• easier research (better access to sources, evidence, experts)

Pritchard (2007) suggests four purposes of ICT use:

• Finding things out
• Developing ideas and making things happen Enhancing and sharing information
• Reviewing, modifying and evaluating work in progress

Since the mid-1990s the Open University (OU) UK has adopted a strategy of investment in digital media, building on the early use of internet for computer mediated communication. Mason and Kaye (1989).

Early applications showed that use of e-mail and conferencing could revolutionise the potential of distance teaching by communication across the students body, as well as between the tutor, course team and students. Thorpe.

It also shows that the impact on students varied, 'typically leaving one third who hardly ever participated one third who did so on an acceptable level, and one third who became enthusiastic and participated well beyond the requirement set down by the course team.' Thorpe.

Thorpe identified the following advantages of "new media" which includes CD-ROM and DVD ROM web and applications such as streaming audio video and mobile devices:

• A sense of presence, possibly even community, in online interaction
• Improved learner support
• Unlimited practice of difficult concepts, skills etc
• Unlimited access to resources via the internet
• Improved delivery of learner preferences- notably those required by students with disabilities
• Global access to resources and teaching
• Learning anywhere any time

Thorpe states that student evaluation shows a varied view on new media of conferencing, e-mail websites and electronic resources via library databases and the internet. A survey shows that OU students in different faculties experience more or less use in these media in their courses. Science courses, for example have always made good use of software supplied on CD and DVDs however gave very low helpfulness ratings to audio CD whereas almost 60 per cent of language students rated them as very helpful as did over 40 per cent in health and social care, arts and education. Rae, (2004)

Distance and online learning are developing even though some courses are delivered wholly-online there are new forms of interaction and collaboration developing. Thorpe (2002). Enabled by emailing and conferencing tutors and students are in more frequent contact and is more continuous. In some cases this may be more contact time than campus-based students with their tutors. ICT is changing learning by opening new opportunities and not only for distance-learning but for campus-based higher education too.

References

Rae, S. (2004) Comparison of helpfulness ratings of the various course components by Central Academic Units- Course Survey 2003 data.

Skinner, D. (2010) Effective teaching and learning in practice. London: Continuum International Publishing Group.
Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. Vol. 17 No. 2.
Thorpe, M. (1998) Assessment and "third generation" distance education. Distance Education. Vol. 19, No. 2.

Ted.com Talk Rock Climbing

This video summarizes rock climbing and its physical and psychological battles brilliantly. I can relate and have had experiential learning of all 9 rules and all rock climbers would agree.
Rule 1. Don't let go.
Rule 2. Hesitation is bad
Rule 3. Have a plan.
Rule 4. The move is the end.
Rule 5. Know how to rest.
Rule 6. Fear Sucks.
Rule 7. Opposites are good.
Rule 8. Strength = Success.
(As a female climber I can relate completely to this rule. Women are more reliant on balance and precise foot work than strength. This enables a  more technical and skilled climber. FACT!
Rule 9. Know how to let go.

Since learning about Tedtalk I have already used 2 video clips in teaching. I think its an extremely interesting teaching tool to add to the box.

Reflective Learning (Using the Snipping Tool)

 

 

 

 

Reflective Learning using an application 'M8-Mind Map'

Bubbl.us Adventurous Training Mobile Technology Experience

I decided to reflect on the mobile technology I use continuously in Adventurous Training. After creating this Mind map I realize how much I use and how reliant I am on this technology to provide accurate information to enable safe practice in the outdoor environment.

Mobile phones

Mobile phones are a much relied on source, not only as an accessible form of emergency communications but also being able to gain information from the internet i.e weather tide times etc. the use of this device enables safe practice as an adventurous training instructor. Mobile technology has recently developed for climbers and mountaineers, which has become an exciting and time saving concept. Mobile apps have been created for climbing topos and logbooks as well as crag and mountain guidebooks. Here are a few I have experience with using:

Bouldr (iPhone/iPod Touch, £1.79, iphone.bouldr.net)
Probably the leading 'guidebook' application at the moment, Bouldr relies on the power of crowd sourcing to provide locations and photo topos for a variety of different climbing areas. It uses the GPS functionality of your iPhone to determine exactly where you are, which then lets you find your nearest crag, and even your nearest route. Photo topos with route overlays complete the package.

Climbing and Mountainering Dictionary (iPhone/iPod Touch, £1.19
The Climbing and Mountaineering Dictionary is multilingual dictionary that translates hundreds of technical climbing and mountaineering terms between 5 languages: English, Spanish, French, German and Italian. Given that many of these terms don't appear in standard dictionaries, this app comes into its own when trying to understand foreign guidebooks, or converse with climbers abroad. The interface is attractive and fast, and photographs or illustrations are provided for each term.
 
MotionX GPS (iPhone/IPod Touch £1.79, gps.motionx.com)
My Tracks (Android, Free, mytracks,appspot.com)
The GPS functionality informs you of your current latitude and longitude. While this information on its own is very useful for mountaineers stuck in a whiteout, or those wishing to record the location of a shelter or gear stash. Motion X GPS for the iPhone, and a free alternative for Android, called my My Tracks, both track your movements over a period of time, link in with downloadable maps (from Google Maps and elsewhere), and can even give you an estimate of your current altitude. The apps are also particularly useful for those out jogging or fell-running, as they can tell you how far and how fast you've been running for.

Adventurous Activities Questionaire