Technology Resistance in Education
Published on May 14, 2018
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PRESENTATION OUTLINE
Teacher Resistance
to Change and Innovations with Technology
Teacher Resistance to change and innovations with technology is a current technology-based educational issue I have researched.
We live in an era of "Information Technology and Communication"
Our teaching practices need to reflect this as the TQS AND LQS state
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Why are teachers hesitant
- Fear
- Low self-efficacy (lack of belief in their own abilities)
Number one factor is FEAR
Fear of risk-taking and moving away from what they know
Fear of risk-taking and moving away from what they know
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Personal Experience
- teachers are comfortable with instructional strategies that match what they did growing up.
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Uncertainties
- appropriate uses of technology
- questioning the actual value of technology in teaching and learning
This makes integration and change seem risky
uncertainties lead teachers to believe they may be risking teaching time and student achievement when using new technology in their teaching
as a resut there is lower teaching efficacy and reduced motivation which in turn results in negative experiences using technology
identified negative emotions that arise are:
anger, fright, anxiety, guilt, shame,
uncertainties lead teachers to believe they may be risking teaching time and student achievement when using new technology in their teaching
as a resut there is lower teaching efficacy and reduced motivation which in turn results in negative experiences using technology
identified negative emotions that arise are:
anger, fright, anxiety, guilt, shame,
Reliability of Equipment
- if the equipment is not technologically reliable, simple to operate, and readily obtainable, resistance can be anticipated - Aquino
Some examples include:
1) Access and permissions denied
2) unknown or forgotten passwords
3) autocorrect overriding users hopes and intentions
4) availability- # of devices inadequate
5) configurations - different machines (different looking screens, different charging cords)
6) tech does not work - freezes, batteries not working, not plugged in
7) troubleshooting - can't fix the problem - assistance not readily available
1) Access and permissions denied
2) unknown or forgotten passwords
3) autocorrect overriding users hopes and intentions
4) availability- # of devices inadequate
5) configurations - different machines (different looking screens, different charging cords)
6) tech does not work - freezes, batteries not working, not plugged in
7) troubleshooting - can't fix the problem - assistance not readily available
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Consumerism
- some soley use technology for entertainment and social interaction
There is always something newer, faster, shinier.
There is a considerable expense involved that some believe $$ could be used in other ways
leads to frustration as one learns one program it is required to learn another
some question what does this do to our environment?
There is a considerable expense involved that some believe $$ could be used in other ways
leads to frustration as one learns one program it is required to learn another
some question what does this do to our environment?
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Leadership Supports
- setting a vision for technolgy integration
- setting a tone - technology is not an option
- providing extra resources - what am I suppose to do with 8 chromebooks
- inspiring confidence
- supporting more intense PD opportunities for those who need it
**
Humility
- my approach could use some updating - maybe I need to consider technology
Teachers need to self-reflect
takes courage to admit that maybe pedagogical upgrades are necessary
takes courage to admit that maybe pedagogical upgrades are necessary
Limited Resources
- we need to invest in quality technology
- $$$$
- larger schools have access to technology which smaller schools do not
- larger schools also have a ready available technology specialist
Cost money to keep updating
digital divide is apparent in large urban schools as compared to munch smaller rural schools.
digital divide is apparent in large urban schools as compared to munch smaller rural schools.
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PD Opportunities
- There is a huge range in knowledge and skills related to technology; PD opportunities need to reflect that range
Teachers are frustrated when PD is above them as well as below their skill levels.
Supporting leveled PD opportunities is important as those who feel less confident have PD at their level without feeling guilty about holding the group back.
Which again brings up the idea of the digital divide between educators.
This will also reduce anxieties and resistance
Supporting leveled PD opportunities is important as those who feel less confident have PD at their level without feeling guilty about holding the group back.
Which again brings up the idea of the digital divide between educators.
This will also reduce anxieties and resistance
Photo by Brooke Cagle
Implications
- political - $$$
- social - consumerism, socio-economic status, digital divide
- economic - $$
- legal - copyright, plagiarism, TQS & LQS
- cultural - religious resistance to technology, digital divide
Political - boils down to dollars and how they are dispersed
Social - consumerism is based on socio-economic status - creates digital divide amongst students
Economic - money
legalities - copyright, plagiarism but also LQS and TQS - it is our responsibility as teachers and leaders to incorporate technology to enhance student learning
Cultural - religions, and cultures are not as accepting of technology, which again leads to a digital divide amongst students
Social - consumerism is based on socio-economic status - creates digital divide amongst students
Economic - money
legalities - copyright, plagiarism but also LQS and TQS - it is our responsibility as teachers and leaders to incorporate technology to enhance student learning
Cultural - religions, and cultures are not as accepting of technology, which again leads to a digital divide amongst students
Untitled Slide
Link to Video: https://www.youtube.com/watch?v=suWzpLmRH0g&t=122s
Link to Video: https://youtu.be/suWzpLmRH0g
The Future - Are you teaching for it??
Change is a double-edged sword
- Fear * risk-taking
- Danger * exciting
- Panic *energizing
- Change arouses emotions and when emotions intensify, leadership is the key. ~ Fullan
Emotions associated with change include:
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So how do we assist teachers in moving from
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How to Reduce Resistance
- increase teacher understanding
- leveled in-service training
- readily available support services
- effective communication
- strong leadership
to reduce resistance . . .
Teachers need to be prepared adequately for the change
Teachers need to be prepared adequately for the change
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Teacher Quality Standard Competency 2
- Engaging in Career-Long Learning (maintaining an awareness of emerging technologies to enhance knowledge and inform practice)
Teaching Quality Standard Competency #3
- Demonstrating a Professional Body of Knowledge (incorporate a range of intructional strategies, including the appropriate uses of technology . . .
Teaching Quality Standard Competency #3
- incorporate digital technology and resources to build student capacity for acquiring, applying and creating new knowledge, communicating & collaborating with others, critical thinking, accessing, iterpreting and evaluating information from diverse sources
"We are born incompetent and dependent. But we are born with an incredible capacity to learn. Education is the process by which incompetence is translated into competence and dependence into autonomy. This process takes place through learning". -Eduardo Chaves
References
Alberta Government. (2018). Teaching quality standard. Edmonton, AB: Alberta Education. Retrieved from
https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01...
Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. https://doi.org/10.1080/1475939X.2013.802995
Howard, S. K., & Gigliotti, A. (2016). Having a go: looking at teachers’ experience of risk-taking in technology integration. Education and Information Technologies, 21(5), 1351–1366. https://doi.org/10.1007/s10639-015-9386-4
Naranjo, David. (2015). The impact of technology on consumerism. CUNY Academic Works.
Williams, Brett. (n.d.). The degree to which reliability of educational technology affects its use in the Classroom. ETD Collection for University of Nebraska.
Alberta Government. (2018). Teaching quality standard. Edmonton, AB: Alberta Education. Retrieved from
https://education.alberta.ca/media/3739620/standardsdoc-tqs-_fa-web-2018-01...
Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. https://doi.org/10.1080/1475939X.2013.802995
Howard, S. K., & Gigliotti, A. (2016). Having a go: looking at teachers’ experience of risk-taking in technology integration. Education and Information Technologies, 21(5), 1351–1366. https://doi.org/10.1007/s10639-015-9386-4
Naranjo, David. (2015). The impact of technology on consumerism. CUNY Academic Works.
Williams, Brett. (n.d.). The degree to which reliability of educational technology affects its use in the Classroom. ETD Collection for University of Nebraska.
Photo by Liane Metzler
