Lack of PD and tech support in education

As a faculty member, have you ever felt unprepared or unorganized when you are working with technology?  Have you ever experienced problems with the whiteboard or with the volume when you want to show a video?  In my seven plus years of teaching, this has happened to me many times.  Even when I get to the classroom early to set up, there are still times where technology does not seem to cooperate. 

Let's take a look at some issues faculty face with technology in education.  The first issue to explore is access.  If the school does not have access to satisfactory computers and a fast internet connection, the use of technology is not possible.  An increase in the number of computers available for students is the first step toward addressing access.  Without access, it is challenging for faculty to integrate technology into lesson plans.

The next issue is training.  To use technology to its full potential, faculty must receive appropriate training.  According to Ertmer et al. (2012), the most common reason for lack of technology in the classroom is lack of professional development and training.  In order for faculty to develop confidence in the use of technology, it is imperative that proper training take place.

Another issue is related to support.  Faculty must have efficient access to both technical and and peer support.  There is always room for improvement in this area. With sufficient technical support, there is less concern from the faculty around barriers.  Faculty can focus their energy into teaching their students instead of focusing on how they will be supported.

Image retrieved from: http://flc.learningspaces.alaska.edu/?p=1317

Advances are being made in technology in education, however, ongoing training and support are required to ensure the support is there for faculty.  Training can be internal and external.  Requests for training directly from the software companies on new software would also address the financial burden attached to training.

References

Ertmer, P.A., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012).Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435.

Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). New York: Taylor & Francis.