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Saturday, 6 December 2014

Barriers to the Effective Use of Technology in Education

In modern teaching practices, ICT has become part of learning, but often barriers can influence the effectiveness of ICT, and the teacher’s ability to integrate ICT into the classroom environment.  Many institutions lack funding and resources, this stifles the ability of the teacher to integrate ICT into their teaching. Helena Gillespie states that a lack of funding can create a limited choice on how institutions spend that funding, creating barriers in the institutions ability to procure new technology and introduce new ICT into the classroom (Gillespie, 2006, pp. 30-45).  She illustrates how schools can only spend money allocated for e-learning credits to purchase new forms of ICT, but often have no resources for staff training on how to use the new equipment.   (Gillespie, 2006, p. 39). These kinds of problems with ring-fenced funding can create barriers for introducing new resources and training that are needed by educational institutions (Gillespie, 2006, p. 39).   Funding is an even larger problem in institutions that are third-sector, and have less funding and resources to begin with.   Whether it is a state or a third-sector educational facility, planning and thought need to be given on the most effective way to spend the funding available. 

But once we have the means to introduce ICT into the classroom, some teachers are still reluctant to realise the potential advantages of ICT as a resource for learning.  Lynn Dawes identifies five reasons why teachers are hesitant to introduce ICT into their teaching:
 
                        ·         The teacher does not own a personal computer or lacks ICT skills.
·         The teacher does not feel a sense of purpose for using ICT.
·         Inadequate training.
·         A belief that ICT will affect time management.
·         Inclusion into a supportive community of ICT users. (Dawes, 2001, p. 66)

For these reasons, the teacher may be reluctant to introduce ICT to assist learning.  By encouraging improvements in ICT training, and with the support networks of those teachers who already incorporate ICT in their teaching; teachers may overcome these barriers of reluctance and begin to understand the benefits that ICT may present.  However, Webb and Cox (Webb & Cox, 2007) believe that an assessment criteria for teachers ICT skills is the only way to encourage teachers to adopt ICT into their practice. (Lim & Chai, 2008, p. 825)

But even when the teacher incorporates ICT, the ability of students to use ICT can present a personal barrier in their learning. Students may not have a personal computer, ICT skills, or may be from a generation not of the computer age; these things can create barriers to learning for the student.  It is up to the tutor to encourage ICT skills and promote ICT usage in the classroom.  MacCallum and Jeffrey’s also state how students who have less skill in ICT will also be more reluctant to adopt newer forms of learning, such as mobile learning. (MacCallum & Jeffrey, 2013, p. 310)

There are many barriers to using ICT, but the advantages of using ICT in learning outweigh the disadvantages. ICT as a learning tool should be encouraged by all tutors, and tutors should try to overcome any barriers to teaching with ICT to create a more efficient learning environment for their students. 

Works Cited

Dawes, L. (2001). Issues in Teaching Using ICT. (M. Leask, Ed.) Routledge Falmer.
Gillespie, H. (2006). Unlocking Learning and Teaching with ICT. David Fulton Publishers.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and. British Journal of Educational Technology , 39 ( 5), 807 - 828.
MacCallum, K., & Jeffrey, L. (2013). The influence of students' ICT skills and their adoption of Mobile Learning. Australasian Journal of Educational Technology, , 29 (3), 303 - 315.
Webb, M., & Cox, M. (2007). A review of pedagogy related to information and communications technology. Pedagogy and Education , 235-286.

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