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A case study.
18 elementary (K-5) school teachers and 60 students.
SURVEY: to examine perceptions of the barriers to technology integration.
PURPOSE: To examine the common barriers to technology integration under a program of sustained and situated professional development in the context of an elementary school.
The study showed that the professional development is more likely to sustain teacher perceptions of and practices with technology over time when it combines a variety of research-based strategies situated professional development activities (see Mouza, 2006; Wells, 2007) in an effort to improve the frequency and quality of technology integration in elementary schools.
This case study provided teacher educators, administrators, and educational technologists alike with a valuable example of the effect of these activities in an applied setting. Whilst the results suggested that enacting a variety of situated learning activities around the principles of effective professional development may be the key to providing teachers with the knowledge and support needed to integrate technology more fully into their instruction.
Examining the relationship between such activity and teachers’ long-term practices with technology is a critical first step in making lasting changes in the way teachers use technology to support student learning in the classroom.
We believe that this study presented a more methodological way to show the necessities of the teachers, based on the technological barriers found on the literature. The orientation given by the coach was more significant for the teachers, since it goes beyond the usual course or workshop training; specially, because the coach was able to answer personalized questions on different matters of each teacher.
Also, The results of the study suggested a more effective way of sharing tech-knowledge, by by building a community based review on their strategies and experiences. We believe this is a very effective way to help each other as educators; never the less, in our context, not many teachers or institutions are open to provide the time or space to do so.
We found interesting that the first year the necessities were focused on the know-how and the usage of technology, and after that year the necessities were more focused on time management and planning; which is a very usual problem when trying to follow the lesson plan.
Finally, we believe one of the most helpful actions taken was that the teacher training went along the school year course, so it was easier for the teachers to find a more real purpose and appliance, after having a feedback, a review and reinforcing practices; resulting in changing the teachers' personal beliefs and perceptions on the use of technology.
The Use and Integration of Technology faces:
Teachers’ perceptions about the barriers.
Teacher's attitudes towards technology training and practices.
The instructional purposes of technology.
... From this Kopcha (2012) suggests that some
barriers are developed towards the use of technology in the classroom...
Access:
Professional Development:
Vision:
Barriers when Integrating
Technology into Instruction
Time:
Beliefs:
“If we teach today's students as we taught yesterday's, we rob them of tomorrow.” ―~ John Dewey
CONTACT:
Lic. Izébel Herrera herreraize@gmail.com
Lic. Erika Lara
erikagiovannalara@gmail.com
* 12 teachers stated that time was their biggest challenge when using technology in their instruction.
More than a half of the teachers felt that their security towards the use technology grew stronger as a result of having a coach introducing them to classroom practices that aligned with their lessons and own beliefs.
Results!
* 4 teachers found that the most challenging part was to find time to plan activities that integrated technology.
ALSO...
* 10 teachers reported that it became increasingly difficult to find time
to plan and implement technology lessons; as their access to technology or skills improved over time.
* The remaining 4 teachers found challenging to find time to learn new skills needed to teach with technology.
* Another 4 teachers were frustrated over spending instructional time on technology issues instead of teaching.
Results!
In contrast to these, at the beginning of the study most teachers' challenge was a lack of know-how to do things with the computers.