Are schools accepting ICT in their classrooms?

Are schools accepting ICT in their classrooms?

“Teachers of the 21st century use roughly the same tools as those who came before them (Cuban, 2001).”

“Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful.”(Ertmer & Ottenbreit-Leftwich, 2010)

“Teachers’ uses of technology are rarely linked to the student learning outcomes they are designed to facilitate” (Lawless & Pellegrino, 2007).

“Although survey data may suggest that the “teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach” (CDW-G, 2006, para. 3, emphasis added), current data from classroom observations do not support this view (Andrew, 2007; Bauer & Kenton, 2005)

My Summary

Although there is a large amount of technology available for our classrooms, and even in our classrooms, it appears that teachers are failing to include these technologies into their lessons. Teachers are remaining to teach in ‘traditional’ methods, with limited use of technology. The technology being used in classrooms is ineffective as teachers are remaining to teach in the ‘traditional’ teacher centred style learning, whilst technologies available are best used in student centred and group style learning. Schools and teachers will need to accept technology more widely into the classrooms, but for this to happen teachers must be willing to change the manner of which they teach. Unfortunately it does not appear as if this is the case across most classrooms.

Referencing

Andrew, L. (2007). Comparison of teacher educators’ instructional methods with the

constructivist ideal. The Teacher Educator, 42(3), 157–184. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.

Bauer, J., & Kenton, J. (2005). Toward technology integration in schools: Why it is not

happening. Journal of Technology and Teacher Education, 13, 519–546. . Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.

Cuban, L. (2001). Oversold and underused: Reforming schools through technology, 1980–2000.Cambridge, MA: Harvard University Press. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.

Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575–614. . Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.