Abigail Magaro May 28, 2013 EDET 780 Introduction This study took a closer look at specific barriers

that affect the amount of technology used inside a classroom. The purpose of the study was to inform readers of these barriers and ways to overcome those barriers. According to Hew and Brush the United States spent $7.87 billion on technology equipment for schools during the 2003-2004 school year. If technology is not being used the classroom, where did all of this money towards? To conduct this study, the researchers did an analysis of previous research studies from the years 1995 until 2005. In total, they reviewed 48 different research studies ranging from peer-reviewed journals, research reports, conference presentations, and one from a book reporting the results of a 10-year empirical study on technology integration. Using this data the researchers compiled a list of critical barriers and solutions. The study concluded that there are a number of barriers that face teachers and administrators today when it comes to integrating technology into the classroom. From their research, Hew and Brush found a total of 123 barriers. They classified the barriers into six main categories: resources, knowledge and skills, institution, attitudes and beliefs, assessment, and subject culture. Inadequate resources topped the list with most mentions in the 48 studies. Resources were mentioned in 40% of the studies as a barrier. Hew and Brush state that lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology. It is astonishing the number of teachers who have the necessary resources in their schools, but are not able to use them because they dont know how to implement those technologies into their lessons. It is my opinion that if a school district is going to invest money in technology resources, part of the investment should include workshops for teachers to know how to best use these new resources. During their research, Hew and Brush discovered that computer time was commonly granted after regular classroom work was don and as a reward for the completion of assigned tasks. It was the same as when I was in school. The computer was a reward for good behavior and while there are multiple educational games for students to interact with, there are still classes where computer time means playing a regular, noneducational game. Assessment is one of the barriers the researchers talk about and at first I wasnt sure what they meant by it. After reading the focus of technology use in k-12 education has not been on the use of computer for teaching and learning, but rather on the financial benefits of computer-based testing and the warehousing of

assessment results, I started to understand. The financial benefits of having students take assessments online make it harder for the technological resources to be used in the correct way. The study also reveals that there are relationships between the different barriers. For example, a teacher who does not believe technology is going to benefit his/her students is not going to spend time learning the skills necessary to use that technology. Hew and Brush go into great detail about specific barriers relating to the six main categories, and strategies educators can use to overcome those barriers. For more information on the strategies, refer to page 233 of the study. I did not find any limitations regarding this study. The researchers studied 48 others studies on the subject, so I feel that limitations of one study could have been void by another study. If I were conducting this study I would visit schools and see specifically what barriers they are facing in regards to implementing technology into the classroom. From those observations, the researchers list strategies to overcome those barriers. I would implement those strategies to the schools and observe and record the outcomes. Critique There was a clear objective of this study, to find the barriers of implementing technology into the classroom. A question was never formally asked, but it is fairly easy for the reader to assume the questions that lead to the study. The study is very well written and well organized. After the researchers listed the barriers facing technology, paragraph by paragraph they went more in depth. From the six main categories I spoke of earlier, the researchers then dove into each barrier and listed the specific barriers. This was very helpful because I got learn a lot more about each barrier and the different strategies I could use to avoid those barriers. The writing is very accessible and is easy to read for anybody interested in this subject. As I said before, the researchers go into great detail about the barriers and the strategies. The study is written in such a way that it is easy for a reader to understand all aspects of the study. There was no actual theory mentioned in the study. Although, I do feel that after reading many articles about this topic, the theory that lack of funding and resources is not always the main factor in technology in the classroom is present. My main focus for this semester was about implementing technology into the classroom and this study did a fantastic job in allowing me to learn more about it. Not only did I get a review of the common barriers, but I learned more ways to avoid them. Towards the end of the report it is very easy to reflect upon all the knowledge gained while reading the study. I would recommend all educators interested in

implementing more technology to their lessons to read this article and take the information learned by to their schools and classrooms. Conclusion I found this study incredibly useful for the present and future. Not only am I more aware of the barriers that face our schools today, I am equipped with a lot of strategies that I plan to use in my future. I plan on keeping this study with me because the information presented in so useful. I plan on looking for more information regarding barriers that face our schools regarding technology resources. While I do understand that lack of funding really does impact a schools views on technology, knowledge and skills can be learned and implemented to the technology resources the schools do have. A school that does not have computers in every classroom can still use the computers they do have to further a students learning. I would still like to learn more about the strategies discussed in the study. I want to know if those strategies actually work for schools that face multiple barriers.