Technology and Traditional Teaching

Technology and Traditional Teaching

Sina Andegherghis (School Teacher, USA)
Copyright: © 2012 |Pages: 6
DOI: 10.4018/978-1-61350-492-5.ch019

Abstract

Despite recent online learning inroads in schools, many professional educators and administrators remain hesitant, reluctant, and even resistant to teaching with technology. The cause of resistance to technology is often misinterpreted. Teachers do not resist the technology itself. Teachers resist what the technology may represent - change, confusion, loss of control, and impersonalization. As long as these concerns remain unaddressed, technology adoption in any organization will be an uphill battle.
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The Case

Mountain View School District’s (MVSD) Technology Department sent a survey to all teachers asking about technology use in the classroom. Through the survey, over 45 percent of the teachers admitted they did not use computers as part of instruction. MVSD was looking towards setting up required workshops for all teachers to go through a computer training and implementation program. The program was designed by grade levels to help teachers structure a plan to ensure students were getting ample experience with computers and other equipment. Positive school experiences help students foster a lifelong love of learning and technology use. In the urban schools at MVSD, they found that though the students may lack the resources at home for exposure, it is important they receive it at school.

The push for classroom technology has generated a mixed feeling of excitement and fear among teachers. Most educators are able to identify with the relevance and application of technology within the classroom, but there’s still a sense of resistance among the remaining teachers. This resistance may be due to the rapid changes and advancements that have occurred within the field of technology. These rapid changes have lead to a lack of confidence and knowledge awareness.

The process of integrating technology and learning is often ignored; perhaps due to its associated complexities or social resistance. Instructors know teaching and technology has incredibly “cool” tools to assist in connecting students with each other and with content. However, these two worlds don't seem to mesh easily.

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