Barriers to Systemic, Effective, and Sustainable Technology Use in High School Classrooms / Obstacles à l’utilisation systémique, efficace et durable de la technologie dans les salles de classe des écoles secondaires

Abstract

The purpose of the Technology and High School Success (THSS) initiative was to encourage innovative strategies focused on improving provincial high school completion rates, using technology and student-centered learning to engage student interest. The primary purpose of this paper is to report on barriers that impede systemic, effective and sustainable technology integration within schools. Even with teacher and administrative support and commitment for THSS, evaluative research indicated minimal change in system capacity as a result of the initiative. Three primary barriers to program sustainability were: 1) schools and school districts did not leverage the opportunity to revisit their existing vision(s), 2) schools and school districts did not use data to make changes, and 3) limited access to technology.

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

“…In line with these results, the scientific literature posits that teachers, once the initial reservations have passed, emphasize the importance of expanding their knowledge of ICT tools for both personal and professional use and implementing methodological strategies in the classroom [55]. Similarly, Daniels et al (2013) highlighted the relevance of methodological elements associated with the didactic of mathematics, considering technology to be a tool to optimize them but incapable of influencing the learning of students. Teachers who are trained in ICT also see improvements in self-efficiency and confidence with the use of technology [95], resulting in their interest in technology.…”

“…The influence of social and cultural aspects that could delay the integration of technology into classrooms must also be taken into account. In addition, another effect that slows teachers' development of technological skills is the adaptation to emerging new pedagogies [69,70].…”

The Influence of Technology on Teaching Practices at a Catholic School

“…However, many technology rich environments do not develop pedagogy suitable for dynamic learning (Daniels et al, 2014;Galla, 2010;Gibbs et al, 2008), with technology utilized as a modern learning tool but content delivery remaining in a 20th century model (Cuban, 2006;Gunn & Hollingsworth, 2013;Weston & Bain, 2010). Research on technology in education indicated undeniable use in classrooms, but yielded diverse perspectives on actual effectiveness in consideration of the deeper teaching and learning goals and outcomes of 21st century education (Gunn & Hollingsworth, 2013).…”

“…Preparing students to become active and effective contributors in this knowledge-based, connected world requires a fundamental change in educational pedagogies (Fullan & Langworthy, 2014). Technology initiatives in education are becoming the standard, with teacher and student access to devices doubling over the past two years (Daniels, Jacobsen, Varnhagen, & Friesen, 2014;Speak Up, 2013). The commonly cited goal of supporting and enhancing 21st century skill development (Argueta, Huff, Tingen, & Corn, 2011;Johnson, Adams Becker, Estrada, & Freeman, 2014;Muir, 2007) calls for necessary changes in teaching practices to encourage such contemporary learning skills (Sauers & McLeod, 2012;Shapley, Sheehan, Maloney, & Caranikas-Walker, 2009).…”

“…The definitions of, and relationships among, those changing characteristics are often explored through various 21st century teach-Influence of Technology on Teaching ing and learning frameworks, with common themes such as creativity, collaboration, and critical thinking, supported through increased innovation and digital literacy (Anderson & Krathwohl, 2001;Churches, 2009;Dede, 2010;Fullan & Langworthy, 2014;Munzenmaier & Rubin, 2013;Pacific Policy Research Center, 2012;Partnership for 21st Century Learning, 2015). However, research has revealed little evidence of actual shifts in teaching practices that support 21st century skill development (Cuban, 2006;Daniels et al, 2014;Galla, 2010;Gibbs, Dosen, & Guerrero, 2008;Gunn & Hollingsworth, 2013;Weston & Bain, 2010). As research continues to focus on schools and teachers that support innovative educational practices, the distinctions and intricacies between different teaching contexts and school environments is changing continuously, and focused inquiry on context is an ongoing need (Angeli & Valanides, 2009;Ertmer & Ottenbreit-Leftwich, 2010;Koehler et al, 2014).…”