Barriers to effective use of technology in education

A lot of schools I have seen over the last few years have an extensive list of resources. The majority of schools these days will have computer access, often with internet capabilities and a variety of programs, while most schools have access to more sophisticated devices such as tablets. Whichever the case, most schools allow learners access to these technologies, however, some schools may not be using them to actually teach in an effective or engaging way. I myself have been fortunate enough to visit a few Schools in the South Wales area on teaching placement and have seen examples of effective use of technology, as well as no use at all.

Ramey (2013) suggest a few possibilities as to what the barriers to teaching using technology could be as ‘Resistance to change’ and ‘Lack of professional development’. in many schools teachers often unprepared to integrate technology in their own lessons as they are in facilities with little or no preparation or training. This is both unfortunate for the teachers and for the learners themselves, as mobile technology is a powerful tool to have at your disposal within the classroom. Many teachers who do not feel confident with mobile technology often fear it within their own practice. Many teacher fear the early stages of using mobile technology for many reasons, one of which will be the dependancy from the learners, particularly if they are new to a particular device such as a tablet. Ramey (2013) argues that most teachers fear that the learners will demand assistance with devices that they themselves may a novice. However, it is important to keep in mind the end result, in that to begin with it is true that learners will demand help and this will be tasking on the teachers skills and time, however, over time, the learners will become more confident and self-dependant, thus making the workload lighter, and the lessons more exciting and motivating.  

The other main factor seems to be that teachers are not ready to let of of the traditional styles of teaching (Jones, 2012). This is certainly true of the Schools I have visited in the past. Teachers have countless teaching resources available with little or no motivation to progress past using PowerPoint presentations. In my experience I have seen schools with interactive whiteboards which have been used solely to display images controlled via the computer. My experience comes from a key stage 3 and key stage 4 Music environment, where the School was equipped with various types of mobile technology (such as tablets), yet the Teachers were reluctant to introduce any to the lesson. The School in question had a higher level of difficulties than most with regards to learner engagement within the classroom, and lack of motivation throughout. It is my own opinion that after having read a number of reports, studies and articles on mobile technology in the classroom, adapting such ideas into their teaching could possibly result in some of these issues being resolves. Mobile technology makes the lessons more engaging for both the learners and the Teachers, often resulting in a heightened level of motivation (West, 2013). Schools such as the example above could see significant improvements in such areas, but only if the Teachers themselves are prepared to embrace the wonders of Technology and see them as a learning tool, not a replacement or a threat to their current Teaching practice. Teaching has never seen such leaps in the development as it has in the last few decades with the addition of new and emerging technology, all of which, when embraced and used properly, can become vital assets to the future of the education profession. 

References 

Ramey, K. (2013). Barriers to the effective uses of technology in education . Available: http://www.useoftechnology.com/barriers-effective-technology-education/. Last accessed 17th Nov 2014

Jones, J. (2014). iPads in the classroom. Available: http://www.bbcactive.com/BBCActiveIdeasandResources/iPadsintheClassroom.aspx. Last accessed 17th Nov 2014.

West, D. (2013). Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes. Available: http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west. Last accessed 17th Nov 2014.

Image: http://tutoringservice.ca/blog/2013/02/19/teaching-with-technology-10-amazing-resources-to-integrate-into-your-classroom/

The value of mobile technology in teaching

‘Mobile technology is an exciting opportunity or educators, But in many ways we are just scratching the surface of what can be achieved with it’ (Wylie 2010)

It goes without saying that technology in general has had an invaluable impact upon the teaching profession, both in terms of how the teachers deliver lessons and resources, as well as how the learners themselves develop. Mobile technology has also seen incredible changes and developments over the last few years within the teaching environment. Devices such as iPads and other similar tablets are being integrated into lessons, so much so that you will often seen them listed as a critical resource within various schemes of work. 

In my own teaching experiences over the last few years, while on placement at various different schools and academic institutes, I have seen that the use of mobile technology within the classroom has been met with great skepticism. This could be for any number of reasons, one of which could be that mobile phones, for example, usually get a bad reputation in the classroom environment (Wylie, 2013). Based on discussions with teachers, it seems the other reason often tends to be a lack of confidence with their own knowledge of mobile technology, as well as the lack of trust towards the learners, which they feel may abuse the technology (often assumed of younger learners).

Norton (2014) argues that mobile technology in the classroom can help the teacher and learner interact seamlessly in a number of ways, within a number of different tasks. Learners can use mobile devices, such as iPads, to photograph or record their tasks, while other learners could give feedback afterwards. This brings me to an example I have seen in first hand while on a short placement in a primary School in the Swansea area. Learners were given the task of working out distances as part of a mathematical exercise in the playground. Each group allocated a peer to record the task on the iPad in order to document it as part of their ICT unit portfolios. Much to my surprise, the learners were fluent and more than capable of using these devices at ease, even at the age of 6 years old. Not only was this an excellent and engaging way to keep the children invested in the activity, but was a strong method of developing the ICT skills of the learners. 

Admittedly, when I first heard learners were able to use mobile technology within their lessons, I myself was quite skeptical, largely because of the abuse of the technology as mentioned above. However, after seeing the results first hand and seeing how the learners embraced the devices, rather than take advantage of them, measured me to that not only does technology have a place in the learning environment, but, as it can bring an enriching learning experience for the learners themselves. 

References 

Norton, J. (2014). Teaching tips: How students can use their mobile phones to learn english. Available: http://blog.britishcouncil.org/2014/05/19/how-students-can-use-their-mobile-phones-to-learn-english/. Last accessed 17th Nov 2014. 

Wylie, J. (2014). Mobile learning technologies for the 21st century classroom. Available: http://www.scholastic.com/browse/article.jsp?id=3754742. Last accessed 17th Nov 2014.

PCET: From the start

Week 2 of studying the PCET course in university and already enjoying and learning alot. Really excited to begin teaching within Music Technology.

This blog marks the first of many throughout the course of the year and my studies.

Looking forward to seeing what the coming year will bring.

Nick