The Lamar University Electronic Journal of Student Research

Summer 2007

The Persistence of Teacher Under-utilization

Of Computer Technologies in the Classroom

Keith Jedlicka, M.Ed.

Principal
Boling High School, Texas

David E. Herrington, PhD

Assistant Professor
Department of Educational Leadership and Counseling
The Whitlowe R. Green College of Education
Prairie View A&M University

William Allan Kritsonis, PhD

Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington

ABSTRACT

The purpose of this article is to revisit the phenomenon of teacher non-use or under-
use of technology in the classroom. Despite more than a decade of investment in
infrastructure and training and unprecedented increases in the potential for learning
applications of technology, the actual integration of technology in the classroom is not
happening in many school districts.___________________________________________
 Introduction

Despite the public perception that the use of technology in public schools is
prevalent, surveys indicate that only about half of the teachers in the United States use
technology in the classroom (National Center for Education Statistics). Those same
surveys show that effective use of technology is even less common. The use of technology
varies from district to district. Some teachers use technology 100% in the classroom,
however in other classrooms, technology is non-existent.

Purpose of the Article

The purpose of this article is to explore several reasons why many teachers are
failing to utilize technology in the classroom despite a decade of efforts to improve the
integration of technology in the classroom. Technology continues to grow as a central part
of daily life so it is surprising to know its use and application for teaching and learning are
not also increasing at comparable pace.

Few Teachers Use Computer-Based Technologies for Instructional Purposes

The truth is, many teachers know how to use computers, and they use them
regularly at home and at school to plan lessons, correspond with friends, and conduct
personal business. The majority of teachers, however, are not using computers in the
classroom. Few teachers use computer-based technologies for instructional purposes; when
they do computers tend to be used for low-level tasks such as drills and word processing.
Placing technology in the classroom does not ensure that it will be used
appropriately or even that it will be used at all. Some classrooms have computers in the
back covered with a plastic cover that is rarely removed. Schools pour millions of dollars
every year into classroom purchases but that’s no guarantee teachers know how to use the
technology effectively in the classroom (Hipwell, 2003).

Barriers to the Use of Technology for Instruction

Among the greatest barriers to the use of technology in instruction is the lack of
time. Each day teachers find themselves pressed to complete multiple tasks each of which
represents competing demands on their time (Kenning, 2005). Teachers need time to
reflect and time to acquire the new skills necessary for integrating technology into the
classroom. Many teachers do not want to take time out of their already crowded schedule
to learn the uses of technology. Except for in-service programs, teachers often have no
time built into the school day for their own professional development. According to the
National Center for Education Statistics, teachers with more years of teaching experience
were more likely than teachers with the least experience to report that a lack of release time
was a great barrier.
 Lesson planning through technology is a very time consuming process. The
teacher has to develop an effective lesson for each class using the technology. In many
school districts, the technology, such as computers, is not available in each classroom, and
the teacher needs to plan in advance to reserve time in the lab. The structure of the
classroom may also not allow for the use of technology. There is a difference between
using a technology application and using it to improve student performance.

Access and Location to Technology is Important

Access to technology is an important issue for teachers and students. Many

teachers would like to utilize technology in their classrooms; however they cannot because
of a lack of resources. This is very common, especially among new teachers coming out of
college. They were taught in college to use several new technology options when working
in their classes. Many times, however, they are unable to utilize their knowledge because
of a lack of resources. Until computers are made available for most students, teachers
cannot be expected to utilize technology based activities (Starr, 2003). Many teachers
want to use technology, such as a LCD projector, but many schools only have one or two
for the entire district. The districts that have a select few of technology sources often run
into a problem with scheduling.
Another aspect to consider is the location of the technology. If the school does
have computers, but they are not in a convenient location, the use by the teachers and
students will be limited. Also, technology funding may not be available or sustained
therefore not capable of providing upgrades, maintenance, and ongoing professional
development. There is also a lack of curriculum available for computers.

Overcoming Fear in Using Technology

Many teachers do not feel comfortable using technology, and therefore feel
uncomfortable teaching the students to use it. Knowledge within the education structure as
to technology and its uses is limited. Teachers lack the confidence needed to use the
technology effectively in the classroom.
Even after the initial fear of the technology has been overcome, challenges still
remain in terms of providing an adequate amount of technical support that teachers will not
be discouraged when they have equipment problems that they do not understand. Teachers
do not want to be left hanging with 30 students wondering why nothing is working the way
it is supposed to work.
Many teachers want technical help available on demand. When a technical problem
arises, frequently teachers have to wait hours, days, or weeks to get them resolved. As a
result they will abandon their efforts to incorporate technology (Gahala, 2006, March 14).
Frequent occurrences of a server being down, printers jammed, or insufficient computer
memory will not only disrupt instructional and administrative activities but also may
undermine the entire technology program as teachers find substitute technologies or
traditional approaches to teaching that cannot be impeded by malfunctioning technology.
 Sustained Funding for Ongoing Professional Development must be Ongoing

Technology implementation involves much more than placing computers in every

classroom or linking every classroom to the internet. Schools need to obtain sustained
funding for ongoing professional development, technical support, equipment upgrades, and
regular maintenance. Often, teachers have difficulty finding and using appropriate
software for instruction. Teachers need guidance at locating software and internet sites to
support the school’s learning goals.
Schools are driven by standardized tests and the scores their students achieve. This
reality is another factor limiting the use of technology in the classroom. When technology
is not needed to teach the learning objectives, teachers omit the use of technology from
their everyday lessons. There is so much pressure to teach the material covered on the test,
teachers do not spend required to master and implement technological approaches to
teaching and learning. They feel their time is better spent coming up with new ways to
teach the required information needed for the tests.

Concluding Remarks

In conclusion, the number one reason teachers fail to utilize the technology
available is the time involved in preparing an effective lesson, setting up the technology,
and trouble shooting it when it is not functioning. Secondly, technology integration
suggestions are not included in the textbook or lesson materials. Finally, there are many
experienced teachers on campus who find that they can teach their subject matter without
the use of technology, it is important to encourage teachers and address the issues that
prevent more effective applications of technology in the classroom.

Special Note: Special note of gratitude is extended to Dr. Kimberly

Grantham Griffith for her assistance in getting this article published.

References

Bowman, D. (2004). Thinking Through the Technology Puzzle. The Educational

Technology Journal, 14 (1).

Frasca, S. (2006). High Tech Schools. Retrieved March 14, 2006 from http://www.
Southflorida.com/sfparenting/sfe-sfp-high-tech-schools,0,2410317.story.

Gahala, M.A. Critical Issue: Promoting Technology Use in Schools. Retrieved March 14,
2006 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm.

Hipwell, A. (2003, August 20). Teachers teach teachers how to use technology in
classroom. Retrieved March 14, 2006 from http://www.post-gazette.com/neigh_
south/20030820steacher0820p4.asp.
Kenning, C. (2005, July 12). Study faults schools on computer use. Retrieved March 14,
2006 from http://www.courier-journal.com/apps/pbcs.dll/article?.

Levin-Epstein, M. (2000, May 1). Professional Development: Bringing Technology into

the classroom effectively. Retrieved March 14, 2006 from http://www.eschoolnews.com/
News/showstory.cfm?ArticleID=198.

National Center for Education Statistics. Barriers to Teachers Use of Technology.

Retrieved March 14, 2006 from http://www.nces.ed.gov/surveys/frss/publications/200010
2/7.asp.

Starr, L. (2003, December 12). Encouraging Teacher Use of Technology. Retrieved

March 14, 2006 from http://www.education-world.com/a_tech/tech159.shtml.

See: www.nationalforum.com