Contrary to conventional wisdom, teachers use technology more frequently than their students, according to a recent study that compares the use of digital tools by middle school science educators with youths in their classrooms.
The report鈥攚hich of 1,079 students and 24 teachers across 18 schools in Utah and New York鈥� found that teachers鈥� experiences with technology outside the classroom were relatively extensive, but that educators鈥� skill in integrating digital resources in their classrooms was limited.
鈥淩arely do teachers provide opportunities to allow students to use technology to solve problems, enhance productivity, or develop creativity,鈥� the researchers wrote in a report that was published last month in the Association for Educational Communications & Technology鈥榮 bi-monthly publication.
For instance, the study found that the most commonly used technologies in schools were simple tools like word processing Web search engines, rather than digital resources designed to enhance learning.
The researchers acknowledged that the study鈥檚 findings are limited by a small sample size of 24 teachers, noting that 鈥渃aution is needed when making generalization or inferring from these results.鈥�
However, they added that the findings鈥攚hich challenge the notion that poor integration of technology in schools stems from teachers鈥� inexperience with digital tools鈥攁re consistent with the findings of similar research studies.
Using technology for learning purposes requires different skills than the use of technology for such purposes as communication or entertainment, lead researcher Shiang-Kwei Wang said in an interview with Education Week.
Wang identified training as a major issue, and argued that teachers鈥攄espite using technology for personal purposes鈥攄on鈥檛 know the best way to use it to improve classroom instruction.
69传媒 also need guidance in understanding how to use technology to improve learning, the study found.
鈥淪chool-age students may be fluent in using entertainment or communication technologies, but there is evidence that the guidance is needed to support their learning how to use these technologies to solve sophisticated cognitive problems.鈥�
A number of recent Education Week pieces have touched on this very argument鈥攖hat using technology for educational purposes is not innate or intuitive, but rather a learned skill.
A few months ago I spoke about this issue with Keith Krueger, CEO of the Consortium for School Networking. He said that younger teachers with greater exposure to technology in their personal lives at using digital tools to enhance classroom lessons.
Similarly, Brianna Crowley wrote a piece for Education Week Teacher last month describing the importance of teaching so-called 鈥渄igital natives鈥� how to use digital tools effectively.
In addition to the lack of training, the study identified time constraints, lack of resources, and lack of support in schools鈥� policies as barriers preventing better integration of technology into teaching and learning.
See also: