3. • INSUFFICIENT ACCESS
-When the school does not have appropriate amounts and
suitable types of technology in locations where teachers and students can
use them in appropriate ways, then the technology is meaningless.
• SCARCITY OF TIME
- Integrating technology into a curriculum can be truly timeconsuming, especially when it must be aligned with curriculum,
standards and other goals. Educators must spend hours previewing
websites, gaining familiarity with hardware and software, and
acquainting themselves with various programs.
• LACK OF TECHNOLOGY
-Without adequate hardware, software, internet access, and the
like, teachers and media specialists may find it difficult to truly integrate
technology.
5. Teachers need to be trained in new
technology purchases in order to use them
effectively. They need to understand the
benefits to learning and also to themselves.
7. Most schools and districts have a limited
amount of money to spend on technology.
Therefore, they are often looking for ways to
cut corners and save money. Unfortunately,
this can lead to buying a new software
program or piece of hardware just because it is
a good deal. In many cases, the good deal
lacks the application necessary to be translated
into useful learning.
9. Sometimes software is purchased
that requires a significant amount of
classroom time to be fully utilized.
The ramp up and completion time
for these new activities may not fit
within the class structure.
11. All school systems have legacy systems that
need to be considered when integrating new
technology. Unfortunately, the integration with
the legacy systems can be far more complicated
than anyone envisioned. The issues that arise
during this phase can often derail the
implementation of new systems and never
allow them to take off.
13. The decision of whether and how to use technology
in the curriculum ultimately depends on individual
teachers themselves and the beliefs they hold about
technology (Ertmer, 2005). In one study, students
expressed concern that it often appeared that their
teachers did not understand that technology plays
a significant role in students’ lives outside of
school. These students believed that if teachers had
a better understanding of this, they would bring
more technology into the classrooms (Spires,
2008). In other words, teachers' attitudes about
student use of technology can serve as a significant
barrier to its integration.
15. Subject culture refers to the ‘‘general set of
institutionalized practices and expectations
which have grown up around a particular
school subject, and shapes the definition of
that subject as a distinct area of study’’.
Because of this set of institutionalized norms,
teachers may believe that certain types of
technology may naturally fit in with some
course subjects or topics more easily than
others.
