Barriers to Technology Integration 1

Running Head: BARRIERS TO TECHNOLOGY

Barriers to Technology Integration Point to the Need to Teach Constructivist Approaches to Education Thomas E. Robb Boise State University

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Abstract Traditional barriers to technology have been related to a number of factors including inadequate teacher training, a lack of vision of technologys potential, a lack of time for instructors to experiment, and the instructors comfort level with technology. This paper examines some of these barriers as well as reviewing current recommendations and models for effecting change to these barriers, most notably in effective professional development models. These models point to a need to move more toward a student-centered learning environment.

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Barriers to Technology Integration Point to the Need to Teach Constructivist Approaches to Education Fouts (2000) and Gutherie (2003), in speaking of effective technology integration and use in the classroom, both pointed out that the machine itself cannot effect change. In fact, Fouts contended that classroom transformations are gradual and take place over time, and the changes are not assured by simply giving teachers computers. Gutherie stated that effective integration of technology involves more than purchasing the equipment. So what are the actual contributors to the transformations? Why are they important and why should educators want to transform the traditional classroom into something different? If they are important, then the more important questions, and focus of this paper are what are the barriers teachers face that prevent both the use of technology in the classroom; thereby transforming the learning in that classroom using? Williams (2003) contends that the availability of computers and the Internet in the classroom has dramatically increased accessibility of information available to students. This shift was compounded since that time with newer research on learning, and has been a catalyst for the need to explore newer ways of delivering instruction to students. Before computers, teachers and printed books were the ultimate source of information imparted to students. When computers came on the scene in the 1970s, they were primarily used to mirror this dominant mode of instruction;" that is, they were primarily used to present passages of text and test students comprehension and memory for information contained in the passages. During this time, educators and policymakers developed different beliefs on what students should know how to do. These new beliefs are coupled with newer research on learning, recognition of the shortcomings of this type of learning become evident. Based on the research, these new beliefs

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along with the infusion of easily accessible information cause a new recipe of learning to become necessary. The availability of information was a previous barrier to the way instruction was delivered to students. The infusion of a nearly unlimited supply of information provides students with access to newer points of view. To contrast the various viewpoints, students now need to learn how to collaborate with others to solve the problems associated with these different points of view and communicate to their teachers (as they will to the world when they are out of school). This paradigm shift has created a need to move away from the 1970s model of learning to the utilization of technology to create these collaborative, student centered approaches to learning. To make such a shift involves infusion of technology into the curriculum. This cannot be done without getting past the consistent barriers that have been in place since this shift in the 1970s. To effectively use technology as a teaching tool, it is important to move past any instructor barriers in order to affect change on student learning. Williams (2003) stated technology can be used in many ways, and how it is integrated into the classroom is dependent on the teachers strategies. Numerous studies have pointed to the possibility of moving past barriers to technology integration in the classroom to create a greater impact on student learning. The common theme evidenced by various studies demonstrates that these barriers have remained consistent over time, to some degree, but the need for move past these barriers to affect this paradigm shift into a modern, technology rich model is necessary and cannot be accomplished until these barriers are moved! Early barriers to the use of technology (Cuban, 1986) were related to a number of factors, most notably the location of, thus the availability of the computers in the building and training on the use of the machines. Despite initial enthusiasm only 6 percent of those in this study said they

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used the machines in their classroom because the computers were located in a different area other than their classroom. More than 80 percent said they would like to take a computer course to enhance their ability to use the machine. While availability and training were common themes in these early infusions of computers, Cuban (1986) contended that the limited use may be due to organizational constraints built into classrooms and schools as workplaces, thus suggesting that teachers attitudes and support for the use of technology tended to limit the ability to use the machines effectively. Cuban stated that (pg 81), Transforming classroom practices through the computer stretch well beyond what many teachers view as possible given the persistent imperatives tucked away in the DNA of the classroom life. The DNA Cuban discussed was essentially teacher-centered instruction that determined, in large part, the direction that formal instruction takes. While taking a look at how technology integration catalyzed a look into this domain of barriers, other studies pointed to similar constraints. Gutherie outlined some of the barriers that have lead to effective implementation of technology including the instructors willingness to adopt alternative instructional strategies, costs, adequate training, and limited technology support. These alternative instructional strategies are also seen in other research where studies of teacher experiences have taught us that principles for creating successful learning environments for children apply to teachers as well. Other studies have realized the value of a constructivist, or student centered learning environment. (Sandholtz, Ringstaff, Dwyer, & Cuban, 1997). The Apple Classrooms of Tomorrow (ACOT) study found that teachers who were implementing technology in the Apple Classrooms required additional time for exploration, active learning, and time for reflection. In other words, when teachers were provided the opportunity to explore the technology before actively using it with students, then the teachers

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comfort levels and beliefs in the utilization were more self-realized. During this study, teachers also were given time to reflect upon their learning. This provided opportunities to vent and learn from each other. The model set up in these ACOT classrooms was termed situated staff development where teachers were given the opportunity to observe seasoned instructors using specific technology with students, then practice working with students immediately after the observation. A vast majority of the teachers felt that this component was one of the most valuable aspects of their visit. The ACOT classrooms taught us, amongst other things, that instructional models for young workers also work for adults. Another lesson learned was the realization of the need to look at new methods of professional development where the teacher training focused less on learning about computers and more on how to integrate computers into the curriculum. Probably the most valuable lesson realized after teachers returned to their home districts, is that they faced similar barriers seen by Cuban. These barriers included limited access to computers, funding, technical problems, and a lack of time. Some teachers wanted more technology while others passed up their chances to have more in order to prevent jealousy with other teachers that did not have any technology. In addition, schools without grant money to provide training were unsuccessful. Technical problems were troublesome for some teachers who returned to their home schools without any on-site support. Due to feelings of self-efficacy, these teachers abandoned their plans for technology when they could not obtain the support needed. In all, the staff development model from the ACOT trained teachers had some successes when supports for change were in place for the teachers. These supports included ACOT coordinators providing follow up support to instructors to ensure follow through;

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however, due to time constraints, this often led to a lesser degree of implementation. Administrative supports seemed to be one of the most crucial and necessary supports. This same notion of teachers feeling unprepared to integrate technology was found two years later with only 23% of teachers feeling prepared to integrate technology despite participating in professional development designed to integrate technology into the grade or subject taught. (National Center for Education Statistics, 1999). It isnt surprising to find that one year later, a review on these same issues was conducted, where some recommendations were made. Adequate and effective teacher training is an integral element of successful learning programs based on or assisted by technology and was the general concurrence that was found after Fouts reviewed hundreds of studies relating to technology integration. Fouts also noted that simple introduction of the computer and related technology, as in the ACOT study, was not a guarantee of results and that many other factors were involved in successful technology integration, most notably, instructional design. Fouts further states (pg 28) that technology can be a transformational agent and learning tool when combined with teacher training and support. Like ACOT, Fouts reiterated that successful technological integration by teachers involves a lower ratio of students to computers (access), teacher ownership of the reform efforts, extensive teacher training, planning time, and both technological and administrative support. Current research points to different barriers in technology integration, tending to move away from access to technology and more toward pedagogical beliefs while making recommendations for more effective professional development models. This shift could be contributed to the information that came out of Fouts review coupled with newer statistics

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concerning access to technology. According to the US Department of Education (2006), 94% of schools in 2005 had internet access as opposed to only 3% in 1994, while 3.8 computers, on average in 2005 had Internet access (US Department of Education, 2005) This lends some weight towards this shift in focus on modern day integration barriers. While this data does not give a degree of where and what technology is available most specifically, such as software and peripherals, it does suggest that access is less of a problem today than in the previous decade. When access is of no issue, then unexpected findings can occur as happened with the Knowledge Express Project (Fisher, Wilmore, and Howell, 1994). Social control in these technology-rich classrooms, shifted from an exclusive function of the instructors to being distributed more evenly among teachers and studentsstudents took more responsibility for themselves and their actions in the classroom Martin and Shulman (2006) recent survey supports this shift towards a need for a change in pedagogical beliefs and a focus on effective professional development models. In this study, a survey was conducted asking participants and non-participants of their constructivist-like, technology-based professional development, called Intel Teach Essentials about their pedagogical beliefs on education. The survey revealed with both participants and nonparticipants that 91.4% said if they had more technology they would use it (availability), but most of the respondents to the survey that actually used technology with their students also held stronger constructivist beliefs with their pedagogical approach. For participants and nonparticipants, it was interesting to see that professional development fell in third place with what influenced teachers to use technology with their students while personal research and observation of other classrooms (like in the ACOT program) came in first and second, respectively. Interestingly, 45% of their participants in the Intel Teach Essentials professional development

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training said that professional development highly influenced their decision to use technology with their students, while when added with non-participants, it was only 32.7%. This type of information tends to point to the need to question whether a professional development program like the Intel Teach Essentials would be a stronger influence in the use of technology with students. Belland (2009) contends that we need to move past the barriers model and look more towards individual teacher beliefs, or what he referred to as their habitus. The habitus, or the teachers personal beliefs about teaching based on their experiences (going all the way back to their days in school up through their current practices as a teacher) are what needs to be examined to move past barriers to technology integration. He redefines technology integration as the sustainable and persistent change in the social system of schools caused by the adoption of technology to help students construct new knowledge. Hmm, this sounds something like what Cuban said when he referred to the deoxyribonucleic acids that make up the fabric of the school system. Belland recommends moving beyond teaching technology skills and leaving it to the teacher to integrate technology. In order to do this, teachers personal beliefs about the use of technology need to change and can only do so over time, similarly to Fouts assertion. Belland calls for technology integration to be a crucial part of teacher education programs by having teachers infuse technology during content methods courses. If trying to effect change on existing teachers, then these teachers, as well as pre-service teachers (those in teacher education programs) must see modeling of effective technology integration by faculty and other cooperating teachers. It also must involve practical experience with using technology while teaching (hmm, sounds like ACOT). Teachers dispositions (their habitus) might change if all of these factors are considered and implemented.

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Becker and Riel (2000) peeked more into teacher dispositions and found that it is important for teachers to interact with their peers. This can help them be more effective teachers. They also found that teachers who exhibited traits considered important for effective teaching will utilize technology to a greater extent. Teachers that participate in professional development (or are otherwise professionally engaged) tend to utilize computers with students involved in the process. Teachers who collaborate with other teachers also tend to want to change their teaching environment and take on student-initiated activities in the classroom. While the study of barriers to technology integration continues, it is hopeful that researchers will continue to review broad-based studies. Fouts pointed out that we have learned some of what it takes for the technology to be used in a way to help transform the classroom. This included more access, teacher ownership (or as Belland puts it, examining their habitus) in the change process, adequate and extensive training (hopefully based on pedagogical approaches), and additional support (both administrative and technological). With this information, some barriers, such as access and research based professional development models are becoming less of a barrier than in previous years. Studies into pedagogical approaches and attitudes are on the rise as seen in the Intel Teach Essentials survey that will likely lessen the barrier of changing pedagogical beliefs geared toward using technology with students. Bellands approach to infusing sociological theories into existing studies of technology barriers brings even more promise into helping teachers understand why it is important for them to change their dispositions and become more professionally engaged. If we assume for a second that education continues to progress in the direction of increasing availability of technology, increases in teacher participation in professional development, pedagogical approaches change toward more student-centered environments given

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the paradigm shift in the accessibility of information, then the challenge will become sustaining the investment. With current school IT staff responding more to problems than training (School IT support: Overworkedand understaffed, 2009), this is yet to be seen. It seems that costs of sustaining our technology advances will be a continued need despite the access that has been obtained in schools to date. This issue raises questions as to whether access to technology (or newer technology) will become a new barrier to successful integration of technology. Given our current economic conditions, one might doubt that overcoming these barriers are possible. Innovation will likely be a key factor in determining whether the hurdle will be crossed.

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References Becker, H. J., & Riel, M. M. (2000). Teacher professional engagement and constructive compatible computer usage (Report no. 7). Irvine, CA: Teaching, Learning, and Computing. Retrieved February 28, 2002 from http://www.crito.uci.edu/tlc/findings/report_7/

Belland, B. (2009, February 1). Using the Theory of Habitus to Move beyond the Study of Barriers to Technology Integration. Computers & Education, 52(2), 353-364. (ERIC Document Reproduction Service No. EJ823146) Retrieved May 4, 2009, from ERIC database.

Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. New York, New York, United States of America: Teachers College Press. Fouts, J. T. (2000). Research on Computers and Education: Past, Present, and Future. Seattle: Prepared for the Bill and Melinda Gates Foundation. Martin, W., & Shulman, S. (2006). Impact of Intel Teach Essentials on Teachers' Instructional Practices and Classroom Use of Technology Survey Report. Center for Children and Technology. New York City: A Center of Education Development Center, Inc. National Center for Education Statistics (1999). Teacher Quality: A report on the preparation and qualification of public school teachers. Washington, DC: US Department of Education, Office of Educational Research and Improvement.

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Sandholtz, J. H., Ringstaff, C., Dwyer, D. C., & Cuban, L. (1997). Teaching with Technology: Creating Student-Centered Classrooms. New York, NY, United States of America: Teachers College Press. School IT support: Overworked and understaffed. (2009, March). eSchool News , Vol. 12 (No. 3), pp. 1, 30, 31.

U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), Internet Access in U.S. Public Schools, Fall 2005, FRSS 90, 2005. Retrieved May 4, 2009 from http://nces.ed.gov/pubs2007/ruraled/tables/table3_5b.asp.

U.S. Department of Education, National Center for Education Statistics. (2006). Internet Access in U.S. Public Schools and Classrooms: 1994-2005 (NCES 2007-020) Retrieved April 18, 2009 from http://nces.ed.gov/fastfacts/display.asp?id=46. Williams, S. M. (2003). Encyclopedia of Education (2nd ed., 8 vols.) Current Trends. New York: Macmillan Reference USA Retrieved April 22, 2009 from Gale Virtual Reference Library via Gale: http://go.galegroup.com/ps/start.do?p=GVRL&u=ccl_westhills