Barriers To Technology Integration

Technology integration into the 21st century classroom is an essential part of education today. It is the responsibility of educators to prepare students to live in a technological world. Yet many teachers do not fully integrate technology into their lessons. There are many reasons for this. Two different sets of barriers are present in today’s classroom. They are first-order barriers and second-order barriers.

First-order barriers include things that are external. A lack of funds in the school budget is a first-order barrier. Without proper funds, teachers don’t have access to appropriate hardware and software they need for integration. “Without adequate hardware and software, there is little opportunity for teachers to integrate technology into the curriculum” (Wachira & Keengwe, 2011). If we aren’t giving teachers access to what they need, how can we expect them to prepare our children for the future?

Second-order barriers are internal. Things like lack of belief in technology and lack of training. “Why some teachers feel that technology can be a factor preventing effective teaching and learning, while others do not, is interesting and requires further investigation” (Hechter & Vermette, 2013). Some teachers feel technology is vital and strive to integrate it as often as possible while others feel its importance is overstated. These different beliefs can lead to uncertainty and division in the school system. Administrators must take care to avoid these divisions by finding a balance.

Presently, technology integration is being taught in teacher preparation courses. This in turn should lead to a change in the overall feeling of technology in the classroom. We are slowly moving forward in our school systems as administrators and communities realize the importance of preparing students for the jobs of the future. In five years, technology will gain an even larger foothold in the classroom as these teachers in training enter the halls of our schools. They will affect positive changes in attitudes of the entire staff.

Hechter, R., & Vermette, L. (2013). Technology integration in K-12 science classrooms: An analysis of barriers and implications. Themes in Science & Technology Education, 6(2). Retrieved from: http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Technology+integration+in+K-12+science+classrooms%3A+An+analysis+of+barriers+and+implications&rft.jtitle=Themes+in+Science+and+Technology+Education&rft.au=Richard+P.+Hechter&rft.au=Laurie+Anne+Vermette&rft.date=2013-10-01&rft.pub=Themes+in+Science+and+Technology+Education&rft.issn=1791-3721&rft.eissn=1792-8788&rft.volume=6&rft.issue=2&rft.spage=73&rft.epage=90&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_a147d7f100ea4c46a99ed25c58322a0f&paramdict=en-US

Wachira, P., & Keengwe, J. (2011). Technology Integration Barriers: Urban School Mathematics

Teachers Perspectives. Journal of Science Education and Technology, 20, 17-25.

doi: 10.1007/s10956-010-9230-y