The Use Of Technology By Teachers Education Essay

Published: Last Edited:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

The efficacy of a teacher is the prime reason for a student's success in life (Darling-Hammond, 1997). However, every student doesn't get to have a capable teacher (Wellings and Levine, 2009, p. 8). Moreover, the previously achieved results of ICT usage are highly influential in their further implementation by the teachers (Linckels et al., 2009 p. 162)

Even the teachers agree with these results as pointed out by Peter Scrimshaw [11] who believes that the teachers have shown a favourable attitude for ICT usage for the educational purposes (Linckels et al., 2009, p. 162). Also, the teachers that work on the basis of a model which is driven on the satisfaction of the student and not on the teacher are very much likely to use ICT tools in educating (Linckels et al., 2009, p.162). However, the study by Becta revealed that representation remains the only avenue in which technology has been made use of by the teachers (Smith et al, 2008, p.5)

This limitation in the usage of technology is also shown by Wozney, Venkatesh and Abrami (2006) who have revealed that the technology was made use of by the teachers only for data collection or for data storing and managing tasks thus it is necessary to recognize the concept behind the utilization of technology in an educational environment (Chen, 2010, pp. 32-33)

In spite of having all the means to incorporate technology researchers have found teachers to shy away from its efficient use (Cuban, 2001; Harrison et al., 2002; Henning, Robinson, Herring, & McDonald, 2006 in Chen, 2010, p. 32)

It has been debated by Russell, Bebell, O'Dwyer and O'Connor (2003) that the teachers of yester years lag behind the modern day teachers in their knowledge regarding technology but employment of technology is something that they have refrained from because of time issues and because of limited knowledge on the incorporation of technology into education (Chen, 2010, p. 35)

Other Studies have also revealed that all the efforts of producing teachers that use technology in education have not bore fruit yet (Angeli & Valanides, 2005, 2008a, 2008b; Niess, 2005 in Kramarski & Michalsky, 2010, p. 434)

This absence of the guidance required by teachers to implement technology in education is responsible for lack of use of technology in education (Angeli & Valanides, 2005, 2008a; Margerum-Lays & Marx, 2003; Mishra & Koehler, 2006; Niess, 2005 in Kramarski & Michalsky, 2010, p. 434)

Moreover, ICT usage is done by a limited few teachers only in spite of the growing focus on ICT in the educational environment (Sang et al, 2010, p. 103)

Since the problem with ICT usage is related to the lack of knowledge teachers have about ICT so teachers need to be trained in the use of ICT, therefore the teachers must be practically prepared for it. (Sølvberg et al, 2009, p. 2791)

Only by recognizing the potential that technology has in the educational environment can the teachers use it effectively and be better at it. (Dawley, 2007, p. vii)

The reason that the teachers have prime importance in this process is the importance the teachers have in an educational environment is paramount and is the factor that shape the value of research and training (Xu, Zhao, 2009, p. 189)

Teachers' role in adopting web 2.0 tools in Learning

The teachers confronted with the new technology have reservations on two accounts. First about the means that can be utilised for integrating technology and second about the character a teacher should portray for the developing amount of students on the internet (Lund and Smørdal, 2006, p. 43)

Planning has a major role to play in any educational activity whether it is in the usual manner or the new online way, and even though teachers are well versed in planning they do not have much experience of it with respect to internet. Teachers have only recently started indulging in to practices that encourage planning in education (Lund and Smørdal, 2006, p. 43)

Moreover, the use of wikis in education needs to be organized and monitored but ultimately it is the teachers that accept or decline the prospects of it (Lund and Smørdal, 2006, p. 43)

Though the technology has had much impact on the general life it still needs to have such an impact on the educational aspect. (Conole and Culver, 2010, p. 680)

Hence, in order to make teaching more efficient it is essential to put technology into more efficient use and this can only be done with the instructor playing its role effectively in this whole scheme. (Ertmer and Ottenbreit-Leftwich, 2010, p. 256)

Students are likely to use Web 2.0 tools if teachers use them

In their study (the use of Web 2.0 technologies in Higher Education), Franklin and Harmelen (2007: 13) found that the universities who provide technology passing through teachers are considered from students as part of their learning and 'are therefore less likely to abuse them'.

Moreover the difficulty in online teaching is how to restrict the students from venturing out of the scope of their formed learning course plan. Also teachers need to be fundamental in keeping the students in check (Lund and Smørdal, 2006, p. 37)

Difficulties in teaching using technology

The teachers find it hard to select the means through which they can effectively integrate technology in education (Linckels et al., 2009, p. 157)

The ICT tools should be mastered before their application in the educational environment (Linckels et al., 2009, p. 162)

Teachers lack of knowledge in technology and/or lack of interest

The teachers require practical demonstration of the way in which they can apply the modern technology in a way that can help them in an efficient transmission of knowledge. This is because the use to which these technologies can be put into is not clear to them and hence they require practical demonstrations and further they even lack the ability to transform any of these demonstrations to create an effective use in their own respective lessons. (Conole and Culver, 2010, p. 679)

Moreover the knowledge regarding the use of technologies is limited among teachers, further the application of the technology into lessons is also a factor that is not present in them, and lastly the understanding of these technologies is also apparent to be lesser. (Conole and Culver, 2010, p. 680)

Hence, the preparation of the teachers regarding the new developments in information technology, and that too at the earliest possibility is a must that should be taken care of. (Wenbin et al, 2010, p. 557)

Contrastingly, the real situation is that graduate degrees are being offered by very few universities in the field of online teaching, but the requirement of such teachers is immense as the courses being taught online have increased immensely, and this has resulted in the teachers who are asked to teach online not being able to do so properly, as they hardly have any experience or prior practical understanding of this kind, as there is hardly a standard regarding the knowledge and experience of such teachers. (Dawley, 2007, pp. 2-3)

Also, the absence or limitation in the required skill for online teaching (Lawless & Pellegrino, 2007), their stance and belief about things (Ertmer, 2005; Hew & Brush, 2007; Subramaniam, 2007), a lack of belief in their capability (Muller et al., 2008), are some of the prime factors identified that make the teachers circumspect the adoption of the technology which they otherwise use extensively in their personal life into their method of teaching. Moreover an individual endeavour of a teacher is sometimes repressed by their work environment (Roehrig, Kruse, & Kern, 2007; Somekh, 2008)". In (Ertmer and Ottenbreit-Leftwich, 2010, p. 258)

However, the teachers do not seem to have any effective progress regarding their teaching capabilities even after completion of training courses, in order to achieve the desired results it is highly essential to analyze steps to make the teachers realize the significance of skills learning, to make the skills that have been taught to the teachers to be applied practically, and finally to build the confidence of teachers on Educational Technology. (Wenbin et al, 2010, p. 557)

The Need to Adapt Teachers

There is a great requirement of widening our ideas of teaching standards so that the concept of usage of appropriate ICT tools and resources is necessary for teaching grows. It is thought by teachers that even without technology their teaching is good enough and this thought could have been true about 20 years ago but in the world of today, it cannot prevail. (Ertmer and Ottenbreit-Leftwich, 2010, p. 259)

Moreover the time has come that we realize that productive utilization of technology would provide productive teaching and think of technology as a necessity for teaching for excellent results (i.e., student learning) as is the case with other professions rather than thinking of it as a supporting system for teachers. (Ertmer and Ottenbreit-Leftwich, 2010, p. 256)

Similarly the utilization of technology to help lecture-based instruction is not good enough for a 21st-century student. It is time that we realize that this extremely low usage of technology by teachers is not sufficient in the present day age for a student. (Ertmer and Ottenbreit-Leftwich, 2010, p. 257)

It is important to make teachers learn the use of technology if we want to accomplish our goal of complete utilization of technology in teaching and to assist purposeful learning. (Ertmer and Ottenbreit-Leftwich, 2010, p. 257)

Teachers which are adept at data oriented decision making and helping differentiated information, which is done through effective use of technology, along with having content as well as didactic information are thought to be the best. (Means, Padilla, DeBarger, & Bakia, 2009; Office of Educational Technology, 2004; Patrick, 2008)". In (Ertmer and Ottenbreit-Leftwich, 2010, p. 257)

Also the students who have adapted to technology force the teachers to do the same in order to keep students interested and lessen the digital gap. (Knezek, 2008, p.4)

The application of E-learning and the role of Teachers

It is difficult to know where e-learning is directed towards and how can it be enforced adequately by the management as well as teachers in their school as there have been many question marks about the utilization of ICT in education. (Linckels et al., 2009, p. 157)

Enhancing Teacher Efficiency via Technology

Students can learn from skilled professionals on the internet online rather than wait for their teachers to learn technology usage if they are admitted in creative and technology-rich schools. For embellishment of professional development plans and providing teachers chances to analyze profitable exercises, the use of Networked technology methods like web-based professional network, internet-based concerted archive, video collection of profitable exercises and school oriented forum talks will be beneficial. Teachers would learn different skills, put them in to practice in their classes and discuss the effect among themselves if technology-improved professional development plans can be installed for use for the duration of the school year rather than making teachers attend an irrelevant two-day seminar in the summer break. (Wellings and Levine, 2009, pp. 8-9)

"Teacher Innovation and steps to promote it

Funds allocated for technology can be utilized in the encouragement of teachers towards the adaptation of new methods of teaching to:

• A group of technology teachers that are not just trouble shooters who just fix the computer problems in the computer related devices in the school but rather are trained in the designing and facilitating of a planned course through the usage of technology, and are capable of making the teachers understand the ways in which they can integrate the tools provided by science into their methodology of teaching making it easier for them to instruct subject and areas that are otherwise to make students understand, thus creating better understanding in the generation, such group of teachers "Digital Teacher Corps" should be created using funds with at least two teachers in every school, the group should be networked and should be a collective entity.

• A system should be put into place in every local authority to make the entire locality well-versed in technology and to think of putting in to use applications that enable teachers to monitor the development of its pupil (Wellings and Levine, 2009, p. 9).