Technology Integration and the Challenges of New Learning

There are multiple factors when considering the overall effectiveness of technological integration within the education system. Among those factors are hurdles that often play a part in various parts of societal infrastructure, especially with regards to new technology. Issues often stem from compressed budgets, as well as a lack of training and resources. According to Johnson et al. (2014, as cited in Hughes et al. 2018) barriers to effective technology integration included “reduced amount of face-to-face interaction with faculty and other students; lack of faculty support with technology integration; lack of time and monetary support; and privacy concerns” (p.297). While we can always paint a broad picture of what works and what hinders any form of operation, in this case it is incumbent that instructors become the focus for being able to enact true change towards the adoption of technology as not just a feature or gadget of the learning process, but as a fundamental tool for improving and fortifying new and exciting pathways for education. To illustrate this point Okojie et al. (2006) writes:

Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully.

It is with this thought in mind that we realize one of the crucial factors in advancing technological integration lies with proper training and building familiarity with new concepts. Training should support the innovation of technology as a tool that makes teaching more efficient and not as just another layer in the curriculum (Obara et al. 2018). Educators, unfortunately, bear a large portion of the burden in moments such as these. My hope is that the implementation of technology on a broader scale will ultimately empower movement forward for every aspect of education and allow creators of instructional technology to better inform and train new learners in the future.

So how do we fuel a better start for technology integration? How can teachers and administrations aid the process of making technology a fundamental component to the learning process? On the surface, it may be difficult to pinpoint what method of training or professional development should be used in order to better inform instructors, but a holistic approach that unifies the method as opposed to compartmentalizing may provide a greater understanding regardless of the specific subject or content intended for instruction. Lawless & Pellegrino (2007) expand on this approach and its comparative outcomes and challenges:

Of major concern is how the programs of professional development differ in terms of their approaches, impact, and effectiveness across content areas and grade levels. For example, although it is logical that the manner and type of technologies integrated in social studies would differ dramatically from those used in science, it is not clear whether these differences are made explicit to teachers during professional development.

When viewed through this lens, it becomes apparent just how varied and challenging the concept of integrating technology can become. With multiple subjects, skill levels, and resources at play, finding the appropriate and most effective way to implement and inform educators is a puzzle unto itself with a myriad of possibilities. It is with that understanding that experimentation and trial and error may yield the most substantial results. This is a new frontier for learning and I believe that every avenue should be explored. Only then can we begin to view the data and start to see a definitive path forward with consideration for what allows the best integration and the most desired educational outcomes.

 

Reference List

Hughes, E. S., Bradford, J., & Likens, C. (2018). Facilitating collaboration, communication, and critical

thinking skills in physical therapy education through technology-enhanced instruction: A case study. TechTrends, 62(3), 296-302.

Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into

teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77(4), 575-614.

Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ conceptions of technology, school policy and

teachers’ roles when using technology in instruction.

Okojie, M. C. P. O., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The Pedagogy of Technology

Integration. Journal of Technology Studies, 32(2), 66–71.