Using technology in the classroom brings anxiety, apathy, or excitement to the minds of many educators. But why do some fighting tooth-and-nail to avoid using emerging educational technologies, both in and out of the classroom? Is it stubbornness or fear of change? Is it that most technology is a passing fad? Is it lack of time? Let's cut to the chase and see what the CR4 community thinks about some of the more common exucses that exist that keep technology on the shelf in many classrooms.
In my experience, there are some common responses by educators who are fighting the trend of using educational technology. Certainly, underlying factors are varied and each situation brings different variable to the table. But for some, there is a certain level of anxiety about bringing technology into the classroom. There need not be; but until we get beyond the following misconceptions, it will remain a fight to get everyone on the bus:
- I don't have time for it.
- I can't (or don't want to) learn how to do it.
- Some students don't have access to technology at home, so how can we expect them to do it?
- As soon as I understand it, it is just going to change.
- It's flashy, but it doesn't help test scores or student abilities enough to be worth it.
Let me start debunking some of these misconceptions from my own personal experience as an educator and user of educational technology. Please keep in mind that the building I work in is over fifty years old. I have compiled some technology for my room by writing grants and taking donations of old computers from friends and family members who have upgraded. You CAN make do with what you have to work with, as teacher or even a parent who is home schooling their children, which is becoming increasingly popular.
Overcoming Cognitive Dissonance
We fear the unknown. If someone else has a superior grip on the unknown, we naturally feel inferior. Most often, we deal with this in one of two ways: reject what we don't understand as trivial, faddish, or inherently useless; or admit a shortcoming in our lack of ability or knowledge in understanding it. Guess which is easier on our egos and takes less work?
 Educators must be willing/encouraged to operate outside their comfort zones; it is the only way to grow as professionals. Consider that at one point, overhead projectors were "high tech" and the Commodore 64 computers in my high school chemistry lab were cutting edge! Fighting the natural evolution of technology and education is about as worthwhile as arguing with the sun not to rise.
It is NOT an All or None Scenario
There certainly is a balance between using good technology, and just using it just to use it. Technology doesn't take the place of a great teacher, it augments a great teacher. And not all technology is useful or appropriate, so it takes some experimentation – perhaps trial and error – to be successful. But that willingness is what leads teachers to strive to get better. If you don't have that desire anymore, it's time to move on!
Don't Let Me Have All of the Fun
Each week, I will tackle one of the above concerns and present my perspective as to why we must, as a technology based society, encourage and support educators to move from blackboard to whiteboard, at least part of the time. In doing so, students will be better prepared for the work environments they will encounter. But it isn't so cut and dry. I look forward to hearing what you think!
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Re: Overcoming Inertia: Inhibitions and Anxiety of Using Technology in the Classroom (Part 1)
