Teachers, Not Technicians: Rethinking Technical Expectations for Teachers

Abstract

Despite many efforts at the national, state, and local levels to promote the use of computers in K-12 classrooms, over the past 20 years, the impact of the computer on teaching and learning has been minimal. In this article, we examine how one school district has advanced the use of computers in the classroom by focusing first on curriculum rather than on technology. While national and state technology standards for teachers, as well as educational technology textbooks, tend to start with computer hardware and how to troubleshoot it, teachers in the district described here spend very little time on hardware or troubleshooting. Instead, as a result of district choices with regard to technology, support, and training, teachers are able to bypass the hardware and troubleshooting and move quickly to more productive and inventive uses of technology in the classroom. Our research offers a paradox for furthering the use of computers in classrooms —if we take away expectations for technical skills and allow teachers to focus on developing curriculum, evaluating learning materials, and thinking about how to provide better learning opportunities for their students, teachers are likely to use technology more effectively and creatively in their teaching.

Does technology integration “work” when key barriers are removed?

“…This body of knowledge has identified key barriers that inhibit successful technology integration efforts. Among the list of critical factors are: availability and access to computers (Barron, Kemker, Harmes, & Kalaydjian, 2003;Norris, Sullivan, Poirot, & Soloway, 2003), availability of curriculum materials (Becker & Ravitz, 1999;Butzin, 1992;NCES, 2000), teachers' beliefs (Ertmer, 2005;Lumpe & Chambers, 2001;Van Braak, 2001;Van Braak, Tondeur, & Valcke, 2000;Vannatta & Fordham, 2004;Wozney, Venkatesh, & Abrami, 2006), teachers' technological and content knowledge (Pierson, 2001), and technical, administrative, and peer support (Becker & Ravitz, 1999;NCES, 2000;Ringstaff & Kelly, 2002;Sandholtz & Reilly, 2004;Van Melle, Cimellaro, & Shulha, 2003). Evidence of these barriers influenced the structure and requirements of many technology initiative grants.…”

What Are the Barriers in the Use of Computer Technology in EFL Instruction?

“…Although teachers' knowledge about computer is very important in the integration of ICT, but this is not enough for the actual use of computer technology. Teachers can use computer technology in their teaching and learning through training programs (Sandholtz & Reilly, 2004). According to Smerdon et al (2000;Bordbar, 2010), teachers who spent more time in training activities were more prepared to teach with computer technology.…”

An Investigation into Teachers’ Perspectives of the Factors that Facilitate the Implementation of the e-CAL Curriculum Change Initiative in Trinidad and Tobago

“…Professional development, in their view, resulted in "a significant increase in the areas of student engagement, student excitement, students' acceleration of learning and student proficiency with computer technology" (Murdy et al, [11]. However, Sandholtz and Reilly [12] go further and argue that if teacher training programmes focus more on pedagogical technology training rather than technical skills, then teachers would better integrate technology in their teaching.…”