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Abigail MagaroMay 28, 2013EDET 780

Introduction

This study took a closer look at specific barriers that affect the amount of technologyused inside a classroom. The purpose of the study was to inform readers of thesebarriers and ways to overcome those barriers. According to Hew and Brush theUnited States spent $7.87 billion on technology equipment for schools during the2003-2004 school year. If technology is not being used the classroom, where did allof this money towards?

To conduct this study, the researchers did an analysis of previous research studiesfrom the years 1995 until 2005. In total, they reviewed 48 different researchstudies ranging from peer-reviewed journals, research reports, conference

presentations, and one from a book reporting the results of a 10-year empiricalstudy on technology integration. Using this data the researchers compiled a list ofcritical barriers and solutions.

The study concluded that there are a number of barriers that face teachers andadministrators today when it comes to integrating technology into the classroom.From their research, Hew and Brush found a total of 123 barriers. They classifiedthe barriers into six main categories: resources, knowledge and skills, institution,

attitudes and beliefs, assessment, and subject culture. Inadequate resourcestopped the list with most mentions in the 48 studies. Resources were mentioned in40% of the studies as a barrier.

Hew and Brush state that lack of specific technology knowledge and skills is one of

the common reasons given by teachers for not using technology. It is astonishingthe number of teachers who have the necessary resources in their schools, but arenot able to use them because they dont know how to implement those technologies

into their lessons. It is my opinion that if a school district is going to invest money intechnology resources, part of the investment should include workshops for teachersto know how to best use these new resources. During their research, Hew andBrush discovered that computer time was commonly granted after regularclassroom work was don and as a reward for the completion of assigned tasks. It

was the same as when I was in school. The computer was a reward for good

behavior and while there are multiple educational games for students to interactwith, there are still classes where computer time means playing a regular, non-educational game.

Assessment is one of the barriers the researchers talk about and at first I wasnt

sure what they meant by it. After reading the focus of technology use in k-12education has not been on the use of computer for teaching and learning, but ratheron the financial benefits of computer-based testing and the warehousing of

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assessment results, I started to understand. The financial benefits of having

students take assessments online make it harder for the technological resources tobe used in the correct way.

The study also reveals that there are relationships between the different barriers.

For example, a teacher who does not believe technology is going to benefit his/herstudents is not going to spend time learning the skills necessary to use thattechnology. Hew and Brush go into great detail about specific barriers relating tothe six main categories, and strategies educators can use to overcome thosebarriers. For more information on the strategies, refer to page 233 of the study.

I did not find any limitations regarding this study. The researchers studied 48others studies on the subject, so I feel that limitations of one study could have beenvoid by another study. If I were conducting this study I would visit schools and seespecifically what barriers they are facing in regards to implementing technologyinto the classroom. From those observations, the researchers list strategies to

overcome those barriers. I would implement those strategies to the schools andobserve and record the outcomes.

Critique

There was a clear objective of this study, to find the barriers of implementingtechnology into the classroom. A question was never formally asked, but it is fairlyeasy for the reader to assume the questions that lead to the study.

The study is very well written and well organized. After the researchers listed thebarriers facing technology, paragraph by paragraph they went more in depth. From

the six main categories I spoke of earlier, the researchers then dove into eachbarrier and listed the specific barriers. This was very helpful because I got learn alot more about each barrier and the different strategies I could use to avoid thosebarriers.

The writing is very accessible and is easy to read for anybody interested in thissubject. As I said before, the researchers go into great detail about the barriers andthe strategies. The study is written in such a way that it is easy for a reader tounderstand all aspects of the study.

There was no actual theory mentioned in the study. Although, I do feel that after

reading many articles about this topic, the theory that lack of funding and resourcesis not always the main factor in technology in the classroom is present.

My main focus for this semester was about implementing technology into theclassroom and this study did a fantastic job in allowing me to learn more about it.Not only did I get a review of the common barriers, but I learned more ways to avoidthem. Towards the end of the report it is very easy to reflect upon all the knowledgegained while reading the study. I would recommend all educators interested in

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implementing more technology to their lessons to read this article and take theinformation learned by to their schools and classrooms.

Conclusion

I found this study incredibly useful for the present and future. Not only am I moreaware of the barriers that face our schools today, I am equipped with a lot ofstrategies that I plan to use in my future. I plan on keeping this study with mebecause the information presented in so useful.

I plan on looking for more information regarding barriers that face our schoolsregarding technology resources. While I do understand that lack of funding reallydoes impact a schools views on technology, knowledge and skills can be learned

and implemented to the technology resources the schools do have. A school thatdoes not have computers in every classroom can still use the computers they dohave to further a students learning. I would still like to learn more about the

strategies discussed in the study. I want to know if those strategies actually workfor schools that face multiple barriers.