Barriers to the effective use of technology in education

The barriers to using technology in the classroom for learning are many. To enable the students to access the subject matter via technology is the first hurdle, every student has to have a piece of mobile hardware in their possession or have access to hardware to which they can gain access to the software delivering the learning. According to Keengwe, Onchwari and Wachira (2008) teachers committed to using and integrating computer technology into the classroom may find it a challenging process due to the barriers that exist. These include resistance to change, lack of professional development and teachers attitudes, suggest El Semary (2011). The most serious being the lack of development. Many teachers still feel unprepared for the digital tools that they have access to and many are not trained to use them correctly, in order to use them efficiently in delivering learning packages. In addition to this are the physical barriers of a lack of technical support, too few computers and inadequate professional development of teachers in the field of new technology.

It appears to me that the strategy of learning via the use of new technology needs to be reviewed from top to bottom. Whilst in University at least software like Moodle has been introduced which enables students to access lectures and timetables and an online library from everywhere, not every classroom has computers to access the facilities that it has to offer. To enable access you have to attend specifically constructed computer rooms. As these rooms are a very expensive luxury the education establishment rely on the students having their own technology terminals in which to access the software. Teachers must be fully trained in the new methods in order to utilise the new methods and dispense learning via the new technologies. At the same time educational establishments must increase their spending on hardware and software to enable these technologies to be used successfully by their students. Students who cannot afford the new hardware should not have to be penalised because they are too poor to afford to purchase them for themselves.    

I, myself use new technology in my classroom, however I am a 'digital immigrant' (Prensky, 2001) and basically I get by. I learn by asking and doing. I have had no formal training in the field of new technology and I have the feeling that most teachers are in the same position. It has to change, for the sake of the teachers and more importantly for the sake of the students. 

El Semary, H., 2011. Barriers to the effective use of technology in education: Case study of UAE. Asian Transactions on Science and Technology, 1 (5), pp. 22-32.

Keengwe, J., Onchwari, G. and Wachira, P., 2008. Computer Technology Integration and Student Learning: Barriers and Promise. Journal of Science Education and Technology, 17, pp. 560-565. 

Prensky, M., 2001. Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, 9 (5), pp. 1-6.