Current Situation
A large percentage of teachers remain reluctant and sceptical about the Internet, with Becker in 2000 stating that up to 70% of American teachers fall into the reluctant or late adopter categories when it comes to new technologies. Less than 25% of all teachers have integrated technology based tools into regular classroom programs. (Becker 2000) The same study by Becker showed that only 20% of teachers are at an advanced skill level to integrate technology use into the classroom.
These figures reflect that not all teachers have embraced the new teaching tools as was expected by the hierarchy and school administrators, and yet the supply of computers, software and Internet access into the classroom continues to flow at an increasing rate. This high expenditure for such an under-utilised resource seems a little unbalanced, illustrating that something seems to have been overlooked.
Possible reasons for this giant chasm in technology skills amongst teachers:-
- Teachers have skills with people. In many cases computers do not interest people persons as the interaction is predominantly one-sided.
- Teachers need to know that the time they spend on learning a new skill will result in better student performance. They need to see value for time invested. (McKenzie 1999)
- Most teachers are not pioneers in the computer field. They want products that are finished and have been tested, refined and perfected so they can see the finished product and then make a decision as to how it can be implemented into their program. Teachers are busy people, they do not have time to mess around. (McKenzie 1999)
- Teachers do not like surprises or disappointments in the classroom - when they have planned for something, it needs to be there. Technology is still an unstable commodity. (McKenzie 1999)
- The language of technology can be overwhelming and confusing to a non user.(McKenzie 1999)
- Lack of support within the school system prevents people from asking questions and moving forward beyond the survival or mastery stages. (McKenzie 1999)
- Some Teachers are uncomfortable with the changing role of facilitating learning rather than directing or being in control. (McKenzie 1995)
- Not knowing where to begin (Williams 1993)
- Suspicion of technology or change. (Williams 1993)
- Not knowing how to fix small glitches when they occur, hence do not like the possibility of this happening in the classroom and not knowing how to fix the problem. (Tipton et al 1998)
- Reluctanceto take the time to introduce an Internet based activity when there are so many other methods of instruction which are initially more efficient. (Tipton et al 1998)
- The risk that students may wander into inappropriate sites, and create a problem for the teacher.(Tipton et al1998)
- Instructional goals, teacher experience, subject matter or curriculum area, available resources and support, and student needs are all factors that affect teacher's technology use. If they are in the mind set of incorporating technology when they plan a unit, it will not happen. (U.S. Congress 1995)
Williams (1993) places teachers into three categories with regards to technology use.
Pioneers:These are the teachers who have embraced technology and are usually given positions of influence over purchasing decisions in the school environment. They incorporate technology into their classroom with ease and enthusiasm and enjoy the risk associated with doing so.
Moderates:- This group gradually incorporates technology into the classroom but ensures there is stability and performance indicators first. They don't like a lot of risk.
Sages or reluctants:- This group are generally suspicious of technology and new fads and perceive technology as a threat to the order of their teaching and classroom . They are reluctant to learn new skills and will not do so unless they perceive there is something worthwhile in it for them.
It is the moderates and reluctants for which this paper is directed.
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