This document discusses the integration of technology in elementary classrooms. It explores both the benefits and disadvantages of bringing technology such as tablets, smart boards, and internet access into the classroom. While technology increases student engagement and improves learning outcomes, teachers require additional training to incorporate technology effectively. The document also examines barriers to technology integration like limited resources and attitudes about technology, and strategies to overcome these barriers through developing a shared technology vision and increasing professional development for teachers.

1. Running Head: Technology in Classroom
Integration of Technology in the Classroom
Rosenny Ramirez
ELN120: Foundations in Education
Dr. Angela Cornelius
December 4, 2013

2. Technology in Classroom 1
Abstract
Today we are living in a technologically advanced society, some wonder if it is beneficial or not
to bring technology into elementary classrooms. Why could technology be a problem in the
classroom environment? How does it affect the student’s growth in knowledge? Are teachers
getting enough training? These questions are important to education because technology is a fast
moving procedure, and therefore affecting our students, as well as our teachers, in positive or
negative ways. According to Taylor (2002), technology is replacing books and that this might be
a bad idea. Based on educational experiences, books are very efficient and helped me with my
education. Research has found, students are able to take control of their own learning and they
can learn at their own pace which is a great improvement and sign of independence. Based on
personal observation, students are more often interested in using technology in the classroom
than traditional learning materials. Consequently, this may be helpful to educators who want
their students to be engaged in the learning process. With this said it is important to view the
various positions regarding technology in the classroom because there are many benefits and also
disadvantages to both sides.
Keywords: research paper, formatting, technology, elementary, education

3. Technology in Classroom 2
Literature Review
Technology in the classroom has increased immensely throughout the years in the
United States. It has changed the way we teach, learn, and interact with one another. For
example, in the classroom, we see electronic touch screen whiteboards being used instead of the
old school black board and chalk. Instead of print textbooks, students use tablets to read and
learn their information. Bringing technology into the classroom has definitely changed the
environment and way of teaching in the classroom experience, but some are against this new
method. In this paper, I will explain both sides where one side fully embraces incorporating
technology into the classroom, and the other side, the total opposite.
The Whiteboard
A study by Gray, Hagger-Vaughan, Pilkington, and Tomkins (2005) showed a group of
language teachers using the white smart board in their classroom. Data tools were developed
which allowed participants freedom of action and expression providing a structure for reflection
designed to focus on pedagogy rather than technology. The teachers mainly focused on
developing their use of PowerPoint for presenting and practicing language, using interactive
websites to provide more variety. A recent report indicated The United States studies increased
student engagement, school attendance, and higher test scores because of the whiteboard use
(Newsweek Magazine, 2008). Therefore, technology is definitely making an impact in the
classrooms and helps maintain student attention.
Who is Incorporating Technology
A study by Market Data Retrieval (1997) assessed the number and type of schools and
educators who use the internet. The survey was done in November and December of 1996, and
included 6,000 teachers, computer coordinators, and school librarians currently working in

4. Technology in Classroom 3
grades 3--5, 6--8, and 9--12. Results indicated four important themes of what educators want: (1)
better access to the internet, especially in the classroom; (2) materials supporting "real"
curriculum areas and actual textbooks used in the classrooms; (3) more organization and content
evaluation by subjects and grade levels; and (4) more training for teachers. Other studies have
found that “advancements in internet technology over the last decade have created endless
opportunities to grow the nation of the elementary classroom” (Oliver, Malm, Malone, Nay,
Saunders, & Thompson, 1997, p. 12). The World Wide Web (WWW), e-mail, and newsgroups
to name a few, are some of the most important uses of internet technology. As a result, suburban
elementary classrooms have grown its curriculum and improved classroom interaction by
maximizing internet technology. In summary, this is a positive impact for both students and
teachers.
Benefits and Disadvantages
Research conducted by Taylor (2002) showed many pros and cons of online learning.
There is a growing demand for online education as it gives schools the ability to extend their
goal well beyond their location. Advantages of online education include how online courses
reduces the cost of training, less time is spent away from the office, management costs are
reduced, and productivity is increased. Students are able to take control of their own learning and
can learn at their own pace. This article also gives us some questions which need to be answered
before course developers can transform hands--on classroom experiences to a computer based
learning environment and analyzes the whole situation with the faculty. However, findings
suggest that “before you conclude that printed books will soon go the way of the cassette tape
and CD, to consider that unlike these formats, many people have an emotional connection to
actual books, not just the stories and information they contain” (Cancio, 2007, p. 1-3). However,

5. Technology in Classroom 4
much debate exists on this issue because “the belief that technology can positively impact
student learning has led many governments to create programs for the integration of technology
in their schools” (Hew & Brush, 2007, p.). Now, the government is involved, noticing and
agreeing with the difference it is making.
Barriers
A research states that, “Although research studies in education show that use of
technology can help student learning, its use is generally affected by certain barriers.” (Hew &
Brush, 2007, p. 226) A total of 123 barriers were found in these studies. Most important barriers
were: (a) resources, (b) knowledge and skills, (c) institution, (d) attitudes and beliefs, (e)
assessment, and (f) subject culture. Some lack of resources we’re technology, access to available
technology, time, and technical support as well as insufficient computers. Institutional barriers
may include: leadership and school planning. In the context of technology integration, teacher
attitudes toward technology may be conceptualized as teachers liking or disliking the use of
technology. Also, assessment can be defined as the activity of measuring student learning).
Strategies to overcome barriers
As per Hew and Brush (2007), some of the most important strategies are (a) having a
shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c)
changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering
assessments. Having a shared vision of learning and teaching can serve as a driving force for
overcoming leadership barriers to technology use for example, found in their study of four
schools that a shared vision and technology integration plan gave school leaders and teachers an
avenue to coherently communicate how technology can be used, as well as a place to begin, a

6. Technology in Classroom 5
goal to achieve, and a guide along the way. To facilitate change in attitudes and beliefs, the
current review has suggested that four factors need to be taken into consideration: teachers’
knowledge and skills, subject culture, assessment, and institution support. Professional
development can influence a teacher’s attitudes and beliefs towards technology (Shaunessy,
2005; Teo & Wei, 2001), as well as provide teachers with the knowledge and skills to employ
technology in classroom practice (Fishman & Pinkard, 2001). The author has explained in detail
what barriers (see figure 1) we are facing with incorporating technology and also how we can
overcome those barriers.
Figure 1. Relative frequency in which the barriers were mentioned in the past studies.
Discussion
After I wrote this paper, I realized how effective technology actually is in the classroom
environment. Kids are definitely way more interested when they see a tablet or smart board and

7. Technology in Classroom 6
tend to pay more attention and are excited for the lesson, based on my observations. You can see
by the information I found that it is beneficial and students’ knowledge is evolving in such
different and easier ways compared to before technology. For my literature review, I found that it
is harder for teachers to adapt to the new methods of technology, but it ends up being easier,
enjoyable, and more interactive for the children. After taking my findings into consideration, I
agree with the technology integration 100%.
Conclusion
In conclusion, you can see how technology has changed the school environment and what
impact it has made. It has increased student engagement in the lesson, student attendance, and
even higher test scores. There has also been a huge difference in student’s as well as teacher’s
productivity.

8. Technology in Classroom 7
References
Gu, X., Zhu, Y., & Guo, X (2013). Meeting the “digital natives”: Understanding the acceptance
of technology in classrooms. Educational Technology & Society, 16(1), 392–402.
Hammonds, L., Wilson, E. K., & Wright, V. H. (2013). Gateway tools: Five tools to allow
teachers to overcome barriers to technology integration. Delta Kappa Gamma Bulletin,
80(1), 36-40.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current
knowledge gaps and recommendations for future research. Educational Technology
Research & Development, 55(3), 223–252.
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response. Reading
Teacher, 64(1), 15-22.
Taylor, R. W. (2002). Pros and cons of online learning: A faculty perspective. Journal of
European Industrial Training, 26(1), 24-38. Doi:10.1108/03090590210415876
Oliver, B. E., Malm, L. D., Malone, B. G., Nay, F. W., Saunders, N. G., & Thompson, J. C. Jr.
(1997). Enhancing elementary curricula through internet technology. Munice, In: Ball
State University. (ERIC Document No. ED413862). Retrieved from
http://eric.ed.gov.rpa.laguardia.edu:2048/?id=ED413862
Market Data Retrieval, I. T. (1997). National survey of internet usage: Teachers, computer
coordinators, and school librarians, grades 3--12. Distributed by ERIC Clearinghouse.
Retrieved from http://eric.ed.gov/?id=ED412894
Gray, C., Hagger--Vaughan, L., Pilkington, R., & Tomkins, S. (2005). The pros and cons of
interactive whiteboards in relation to the key stage 3 strategy and framework. Language
Learning Journal, 32(1), 38-44.

9. Technology in Classroom 8
National Education Association. (2013). Interactive whiteboards enhance classroom instruction
and learning. Retrieved from
http://www.neamb.com/professional-resources/benefits-of-interactive-whiteboards.htm
Cancio, C. (2011, March 7). Are e-readers making books obsolete? . Retrieved from
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obsolete.html