Edu 8842 Principles of Distance Final Presentation to Barriers to Adoption ICT Presentation

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Voogt,J.,Knezek,G,Resta,P, Searsib,M.  (2011)  Building a Global Community of Policy-Makers,Researchers, and Teachers to Move Education Systems into the Digital Age:  The Edu SummIT 2012 Report

The report came out from the EduSummit 2012 Report, which was held on the 8-11^th of 2012 at the Unesco Headquarters in Paris.  In attendance there were 120 researchers,  teachers, policy-makers, teachers , persons from the private sectors, and the UNESCO winners of the King Hamad Bin Isa AL Khalifa for the outstanding use of ICT in Education.  The purpose of the Report was to achieve the following:

·         To strive to achieve a Global Community in regards to ICT integration.

·         Report strategies found in the International Handbook of Information Technology Handbook as well as the impact of UNESCO programs and initiatives in ICT.

·         Provide strategies and recommendation for policy, practices and empirical evidence that will promote digital age education into the system.

In 2009, researchers of 70 along with policy makers and educators from six  continents met in the Netherlands  for the first EdUsummit.  The purpose for this gather was to establish the role that ICT plays within the 21^st century, and look at the many implications in regards to adoption, support, as well as examining strategies on future iCT policies globally.  This summit was such a huge hit that it influenced the convening of the Summit in 2011. 

      The summit looked at how ICT is changing the world globally, which has been changing the areas of “economic, politics and culture aspects of the society.”  The report also showed that the digital Universe has grown and it stated that by 2020 the digital use will be 44 times larger than in 2009.  There is a growing access across the region.  Technology has also impacted education system in the following way:

·         There is greater demand for teachers.

·         Basic need of technology skills and digital literacy among both teachers and students.  “UNESCO Stats shows that “20 percent of all adults, over 774 million people are not computer literate.

·         There is a significant division between developed and non developing countries.

The report looked at the condition and barriers to adoption of ICT and reported that conditions must be a vision that is shared by others, have people that are able to empower, and  implement  the planning process.  The report  also demonstrated barriers to education that exist such as the inability to understand the benefits of ICT in education, lack of policy framework, and holding on to the traditional ways  of teaching, changing pedagogical approaches. Teachers need to implement the 21^st century skills in order to prepare students for the workforce.  These skills include:

·         collaboration

·         communication

·         digital literacy

·         citizenship

·         problem solving and critical thinking

·         creativity

·         productivity.

The report also revealed that the education Systems needs to be restructured into functioning into the Digital age.  This means that the barriers that teachers and students  are exhibiting needs to be broken.  Once this is done a noticeable difference will be sought.  Some key points include professional association, learning of strategies to integrate formal and informal learning, empowering learners, implementation of existent research.

            The report was very informative.  It not only looked at the barriers and adoption of ICT but why and the benefits of using it is equally important. The report showed that we are entering a digital era, and by looking at this trend now, will save us many heart aches later. Students need to be trained for the workforce with skills that are not taught at school.  This can be seen as a major problem. This paper also showed the many strategies that can be used to break the barriers that exist and ways to promote ICT.  This paper will be used within my presentation because it speaks to various levels of ICT .  It is credible and reliable because it is sound, partnered by UNESCO and is research based as well. The report main points were very important to my pedagogy.  It promoted social change because it will allow teachers to assess how they teach, note their personal biases and overcome this phase by doing what is best for their students.           

Khan,S,Hasan, M and Clement,C.  (2012).  Barriers to the Introduction of ICT into Education
inDeveloping Countries:  The example of Bangladesh.  International Journal of Instruction.  Vol.5. No.2.

This scholarly article represents the many barriers to ICT within Education.  It acknowledges that the growth of ICT has reshaped the present education system and through the use of ICT within the classroom a powerful learning environment is created.  Through the integration of ICT new methodologies from teachers will be formed.  Though Developed countries are well  on their way in integrating technology effectively in some regions, Developing countries have struggled in keeping up as well as coming across barriers that prohibits integration.  The authors strive to look at pedagogical , psychological and cognitive barriers in order to make a change so that adoption of ICT will become successful.

            The definition of ICT was defined by United Nations report (1999) and Moursund (2003), which highlighted that it enhances performances, provides faster ways of communication, provides better learning strategies once ICT is integrated and supported.  It also promotes new types of learning interactive media.  The study also found that even though a comparison between developed and developing region over the last decade demonstrated that developing regions are way behind with ICT integration it also disclosed that there was a steady growth rate in use over the years.

            Barriers to the Implementation of ICT in education occur in various forms.    The authors categorized it into two categories external and internal.  It was reported that lack of resources, and infrastructure, lack of fund, obscured Visions and Plans, political factors, social and cultural factors, corruption, lack of time, teachers’ attitudes and beliefs about ICT, lack of knowledge and skills are all factors that prevent technology integration using Bangladesh  as the case study example.  The findings demonstrated that educators must be committed in the efforts in tearing down the barriers.  All stakeholders must become aware of the importance of ICT and share a common vision.  Professional development is necessary in order to change thinking patterns and staff development.  All monies that are allocated to Technology must be apportioned to what it is being used for.  With positive attitudes, the integration of technology will become much easier.

The paper provided me will alternative barriers that were not mentioned in the previous article.  I found that it spoke directly to developing countries for where I presently live it is a developing country as well.  The paper highlighted key definition of ICT which I will use it to describe what is ICT and the many tools that come under the heading ICT.  The paper was qualitative in nature and an examination of the barriers was done.  This piece provides another prospective and demonstrates problems that developing countries face.  A comparison between the two developed and developing can be found.  This paper will be a vital piece for my presentation.  It is not only recent but  raises issues that will assist my presentation.

Bingialas, K.  (2009).  Barriers to the Successful Integration of ICT Teaching and Learning

               environments:  A review of the Literature.  Eurasia Journal of Mathematics Science  
              and  Technology  education. P. 235-245. 

ICT integration is an extremely complex which may cause difficulties. The difficulty that occurs is known as a barrier.  Barriers are defined as a condition that hinders a specific task or objective.  The study categorized barriers into two categories Extrinsic and intrinsic.  Extrinsic barriers are defined as “first order and cited access, time, support, resources and training” (Bingialas, 2009).  While intrinsic barriers are seen as” second order and refers to attitudes, beliefs, practices and resistance” (Bingialas, 2009). 

            Another level of barrier highlighted in the study was the barrier of teacher level barriers versus school level barriers.  Teacher level barriers refer to things such as time, self-efficacy, and resistance to change, teachers attitude.  School level barriers refers to lack of effective training, issues with technical problems, lack of resources.  Balanskat (2006) further divided barriers into a level of micro level, Meso levels and Macro.  Micro level consisted of the attitude of teachers and their approach to ICT and Meso which relates to institutional context.  Macro level refers to educational framework. 

         The study demonstrated how there is relationship between barriers and by conquering one barrier others can be elevated and reduces the problem.  Stakeholders (teachers, principals, administration) must collaborate in order to overcome some barriers.  Adequate training, new pedagogical rewiring, support  through technical needs to be in place in schools.  This literature review provides the reader  with insight of present barriers in ICT as well as future issues.  Findings also showed that “teachers have a strong desire for integration but there are too many barriers that prevent it.  These include lack of confidence, lack of competence, and lack of access to resource.  Buabeng-Andoh,C. (2012) Factors Influencing Teachers’ Adoption and Integration of                 
           information and Communication technology into teaching:  A Review of the  
            Literature.   International Journal of Education and Development using     
            Information  and Communication Technology ,Vol,8,Issue 1 pp. 136-155.

The methodology within this paper is a Literature Review and the paper has included various research studies in which they refer to within the report.  The findings reported that adoption according to Rogers(2003)  “ is the decision of an individual to make use of an innovation as their best course of action available.”  He also states that “adoption starts with initial hearing about an innovation to final adoption”(p.137).  Roger further goes and states that there are five technology characteristic or attributes that influences ones decision to adopt and innovation.  Some of these barriers include personal characteristics, ICT competence, computer efficacy, gender, teaching experience, the workload of the teacher, institutional characteristic, and professional development.

            The findings within the paper demonstrated that difficulties that exist with the process of diffusion stems from many hindrances.  Rogers’ suggests that it is important to understand the perceptions of an innovation for their strong influences predetermine the future outcome of its adoption.  Educator’s perception to innovation also will demonstrate how quickly technology will be implemented within the classroom.  It is only when teachers operate as operators they then will become innovators of the technology.   Findings also shown that principals and effective leadership is vital in incorporating technology.  If the leadership does not believe in the innovation it will be trickled down to the staff, preventing them from the necessary support needed to improve self-efficacy issues.  For teachers who wish to integrate technology they must be convinced that the present alternative is better than the previous result.

            This literature review demonstrates a study that is necessary for understanding the barriers to adoption.  I found that the theorist Rogers provided a theoretical perspective in the understanding of the barriers to adoption.  There are key steps one needs to go through in order for adoption to take place.  It is because of the rise of technologies that has made the adoption of technology difficult.  Research has also demonstrated that lack of knowledge of ICT provides a negative perception.  The most important finding that I found was that teachers had difficulties with the integration and were resistance to change due to them only having the opportunity to only read and discuss the importance of ICT.  If they were able to observe the benefits through observation then maybe a difference will be made with their pedagogy. I found the paper was sound and was credible.  I have read Everett Roger Diffusion to Innovations and I believe that this paper was able to demonstrate the basis of the difficulties of barriers.  This paper will be beneficial to my video for it is grounded with research.           

Giordano,V.  2007.  A Professional Development Method Model to Promote Internet Integration into P-12 Teachers’ Practice: Mixed Methods Study.  Computers in School Vol. 24(3/4). Pg. 112 - 124.  Haworth Press. Inc.

Giordano examines a professional model called Project REFLECT. The examination was done in order to determine if the model will promote Internet integration into the elementary and secondary level. The study of the method used was the mixed- method study. This strategy was used when “the researcher bases the inquiry on the assumption that collecting diverse problem. The broad study begins with a broad survey in order to generalize results to a population and then, in a second phase, focuses on qualitative, open ended interviews to collect detailed view from participants (Crewsell, 2009). The means of which data was collected within this study was through a mixed- method approach. This consisted of questionnaires, survey, data sources and interviews of the participants over 3 years duration. This study focused on the responses from the teachers in regards to how technology can be integrated effectively into the classroom.

The participants of this research consisted of varying professionals who have different beliefs and ideologies in regards to education (Giordano, 2007). The researcher used forty-four schools to assist in the findings and chose two teachers from each school to represent the participants in the studies. In order for these participants to participate in the studies, these teachers must first be nominated by the principal in order to take the professional development training. The groups of participants met for five in a half hour, once a week, for eight weeks. The participants then went back into the schools and provided training to other educators within the school.

The research question in this study is the analysis of whether the PD model produced sustained change in teaching practices. It also looks in-depth on how and why teachers change their teaching practices as well as how they embrace teaching strategies based on the change. The study focuses on three factors.  

1. Whether a specific PD model produces sustained change in teacher practice or belief regarding technology integration (Giordano, 2007, p. 113).

2. Factors which will contribute and assist in change (Giordano, 2007, p.113).

3. Parts of the model which effects professional development (Giordano, 2007, p.113).

The findings have shown that professional development can create a change within thought as well as performance within the classroom. According to Gordano, (2007) the factors, which assisted in, the change were from support given with Internet instruction, authentic learning due to enhanced learning experiences, as well as professional collaborative work using technological practices within the classroom.

The applicability of the findings showed that professional development can change the way a teacher thinks. The researcher chose participant with various beliefs and ideologies who may or may not have shared the same views of technology. The research which was conducted, over a 3 years duration was able to note changes within teachers’ strategies. They also were able to see how participants were able to conform the thinking of the participant to embrace technology within the classroom. These new practices developed allowed the participant to go back to their school and become a change agent to other educators.

This finding has showed that professional development is vital in the professional development of an educator and led to change within the attitudes and practices of the participants. The statistical analysis that was conducted showed the change occurred over a period. The statistical analysis provided evidence based argument through the use of surveys, and questionnaires. Interviews allowed the researcher to be observant and get inside the heads of the participants. The study was very objective, reliable, and credible throughout the study. Though the sample could have been bigger, I found that this research supported my research proposal in social change. This study allowed for a life-altering change within the attitude of teachers as well as benefiting and equipping students with the 21st century skills.