Barriers to the effective use of technology in education.

Barriers to the effective use of technology in education include the following instances, ranging from slight annoyances to more ethical reasons why some teachers are not engaging in technology to enhance the learning experience of students.

According to Hew & Brush (2006), as quoted in the "Digital Librarian," found six general barriers typically affecting K-12 students, as listed here:

1. Lack of Resources - for some schools there is a shortage of technology supply and 'inadequate technical       support.'

2. Inadequate knowledge and skills - a lack of knowledge of specific technologies, which means for teacher    who do know how to use a particular technology, still may be unsure about how it might '...improve          instruction.'

3. Inadequate knowledge of technology supported pedagogy.  

4. Institutional Barriers - school timetabling structure, school planning prevents effective integration of technology.

5.  Attitudes and Beliefs - whether to use a technology or not '...depends on the individual teachers themselves and the beliefs they hold about technology.' (Ertmer, 2005).

6. Assessment & Subject Culture - The former 'refers to the "general set of institutionalized practices and expectations which have grown up around a particular school subject, and shapes the definition of that subject ...' (Goodson & Mangan, 1995, p.614).

Assessment- leaves little time due to pressures of 'high-stakes testing' in the classroom. Facilitates assessment rather than learning.

Further research has led me to the belief that the main overriding barriers holding back the technological enhancement of learning in education is due, to varying degrees to "...a lack of professional development for technology use is one of the most serious obstacles to fully integrating technology into the curriculum." (Franklin & others, 2009).

So, even if it supposed that the majority of schools and educational providers are more or less using technology to facilitate a more interactive and supported learning approach, as the rate of technology is developing perhaps quicker than practitioners have time to learn and apply it in their learning environments, this suggests that there might always be a technology gap between one classroom and another or from one education provider to the next.

The corporate industry openly recognises the need to employ the services of an Information Communications Technologies support technician to enhance their productivity and effective communication within the organisation; to improve its relations with customers. A similar idea might be applied to the principles that govern the commerce of education. If we are preparing the next generation and supporting adult learners in education, so they may be able to apply their knowledge and key skills, to generate wealth in their communities, the investment together with continuous research and professional development in new technologies needs redress, if we are to strengthen social responsibility and sustain effective communication in the corporate industries.

As a learner in the post compulsory sector, the need as a future practitioner to accelerate other learners practical knowledge of technology and how it might enable and shape their future prospects and experiences, is from my perspective, essential requisites.

References:

Hew & Brush (2006), as quoted in, The Digital Librarian - Barriers to Integrating Technology, Retrieved, 12/12/2013, :>  https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Franklin & others (2009), as quoted in, El Semary, Hebatella, Asia Transactions on ATST ISSN: 2221-4283, Volume 01, Issue 05. Retrieved, 12/12/2013 from:> http://www.asian-transactions.org/Journals/Vol01Issue05/ATST/ATST-50127056.pdf