According to a Pew Research Center study conducted in 2010, “millennial students believed that their unique identity is due to their affiliation with technology, such as social networking sites, wireless technology…[and] are comfortable with all types of technology…and do not need distinctions between social and instructional technologies”

(Broussard, 2014)

Trying to instruct a student without using up-to-date technology, which they are greatly accustom to using outside the classroom, is analogous to ignoring a large part of their identity

Technology can provide pedagogical supports for the
classroom teacher, greater access to information, and deepen
understanding through the use of models.

(Higgins, 2008)

It enables students to make their thinking
visible in ways beyond writing and speaking, through the
use of interactive models and simulations.

(Higgens, 2008)

In addition, McLester (2011) argues that national data supports the theory that technology in the classroom increases students’ scores on standardized tests, report card grades, and graduation rates, as well as increasing problem-solving skills and comprehension (as cited in Broussard, 2014, p. 39).

(McLester, 2011)

As technology becomes an integral part of science and
society, students also need technological literacy and fluency with information technology in order to take advantage of
technology in their personal and professional lives.

Jobs are created everyday that may not even exist yet, students need to be prepared to use technology effectively, rather than just know information.

As previously mentioned, technology improves many aspects of student learning

Canadian study: Nearly 80% of all teachers remarked that
technology was available to them, but about one quarter of respondents expressed
frustration about the barriers that hinder effective technology integration in their
classrooms.

(Hetchter, 2013)

Quantitative descriptive statistics indicated that the
leading barriers experienced by all teachers are inadequate: access; time; resources;
training; budget; and support.
(Hetchter, 2013)

New teacher training does a poor job of preparing teachers to use technology-based inquiry lessons. The old method of stand and deliver has been ingrained in teachers because that is the way they were taught.


"One of the reasons that
technology is used ineffectively, according to the authors, is that teachers are insufficiently prepared to use technology in their preservice programs"
(Higgins, 2008)

Common time barriers include time for teachers to learn to use the technology; time to plan
technology integration, as well as research and develop appropriate resources to use within their class; time needed to teach heavy and demanding curriculums; and time for students to
learn the technologies.

(Hetchter, 2013 p. 10)

"Just over 50% of
teachers in our survey reported a lack of training as a major hurdle in the effective
integration of educational technologies."

(Hetchter, 2013 p. 11)

User acceptance, satisfaction, and perceived usability of innovative
technologies are crucial to the diffusion of those technologies.

Teachers need to be comfortable and satisfied with the technologies they are given, or it is likely they will be underutilized or discarded entirely.

(Holden, 2011)

For teachers to overcome shortcomings pertaining to technology use in the classroom, they must be presented with ample professional development opportunities that are
embedded in school and classroom practices,
sustained over a period of time, and include
opportunities for reflection.

(Matherson, L., Wilson, E., & Wright, V., 2014, p. 48)

"I changed my workshops from
a stand and deliver model to conversations and explorations with teachers.
Instead of explicitly teaching them the technical skills, I gave them tasks and
had them work together to explore the new technology.

I began to ask more questions than I answered. What are you trying to do or what problem are you having? What have you tried so far? I shifted the burden of teaching
from me to a shared responsibility for learning." (p. 445)

(Fullerton 2013, p.445)

Model the strategies teachers would use with their students (Loucks-Horsley et
al, 2001)

Teaching isn't telling. Teachers learn just like students, too often we are told to do something instead of shown. Students best learn through discovery.

Telling teachers they need to use technology is not effective. They should be shown examples, given small tasks and meaningful projects in order to come up with their own methods.

"Teachers were empowered to create a plan that made sense to them in
their context.

Teachers in other subjects became interested in what was happening
because the teachers themselves were creating a buzz of interest. This wasn't an initiative imposed by an external body. This was an inquiry that came from a
felt tension in one teacher’s practice and spread organically as other teachers
developed their own questions."

(Fullerton, 2013 p. 446)

Teachers are supported in their fieldwork by mentors who meet with
them regularly in small groups.
(Fullerton, 2013, p.447)

1. Facilitator would ask teachers how they have used technology and for what applications. Inspire interest and discussion among teachers by exposing them to how technology is already being used in the classroom.

2. Allow teachers to choose a technology method they would like to use, specific to their subject, and form small focus groups. Presenter could also model ways to use technology, and lead a group.

3. Give teachers time to explore the technology, develop their knowledge, and generate meaningful questions.

4. Bring teachers back together in larger groups and have them share their experiences, concerns, and questions. Allow time for teachers to answer each others questions; empower them.

5. Have teachers revise and "fix" or create lessons that they can use the next day (or two) so they can immediately get results to share and reflect on.

All supporting information in this presentation came from peer reviewed journals/academic publications, and research conducted through accredited universities.

Broussard, J., Hebert, D., Welch, B., & VanMetre, S. (2014). Teaching Today for Tomorrow: A Case Study of One High School's 1:1 Computer Adoption. Delta Kappa Gamma Bulletin, 80(4), 37-45. (Accessed on EBSCO through University of Saint Joseph's Website)

Ferreira, C., Baptista, M., & Arroio, A. (2013). TEACHERS' PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING. Journal Of Baltic Science Education, 12(4), 509-524. (Accessed on EBSCO through University of Saint Joseph's Website)

FULLERTON, T. (2013). A REFLECTION ON MY EXPERIENCES ENGAGING TEACHERS IN PROFESSIONAL DEVELOPMENT ON THE INTEGRATION OF TECHNOLOGY INTO THEIR PRACTICE. Mcgill Journal Of Education, 48(2), 443-448.
Hechter, R., & Vermette, L. (2013). Technology integration in K-12 science classrooms: An analysis of barriers and implications. Themes In Science & Technology Education, 6(2), 73-90.

Higgins, T., & Spitulnik, M. (2008). Supporting teachers' use of technology in science instruction through professional development: A literature review. Journal Of Science Education & Technology, 17(5), 511-521. doi:10.1007/s10956-008-9118-2 (Accessed on EBSCO through University of Saint Joseph's Website)

Holden, H., & Rada, R. (2011). Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers' Technology Acceptance. Journal Of Research On Technology In Education (International Society For Technology In Education), 43(4), 343-367. (Accessed on EBSCO through University of Saint Joseph's Website)

Jing Lei1, j. (2009). Digital Natives As Preservice Teachers: What Technology Preparation Is Needed?. Journal Of Computing In Teacher Education, 25(3), 87-97. (Accessed on EBSCO through University of Saint Joseph's Website)

Lee, H., Feldman, A., & Beatty, I. (2012). Factors that affect science and mathematics teachers' initial implementation of technology-enhanced formative assessment using a classroom response system. Journal Of Science Education & Technology, 21(5), 523-539. doi:10.1007/s10956-011-9344-x (Accessed on EBSCO through University of Saint Joseph's Website)

Matherson, L., Wilson, E., & Wright, V. (2014). Need TPACK? Embrace Sustained Professional Development. Delta Kappa Gamma Bulletin, 81(1), 45-52.

Shirley, M. L., Irving, K. E., Sanalan, V. A., Pape, S. J., & Owens, D. T. (2011). The practicality of implementing connected classroom technology in secondary mathematics and science classrooms. International Journal Of Science & Mathematics Education, 9(2), 459-481. doi:10.1007/s10763-010-9251-2 (Accessed on EBSCO through University of Saint Joseph's Website)

SAVAŞCI AÇIKALIN, F. (2014). USE OF INSTRUCTIONAL TECHNOLOGIES IN SCIENCE CLASSROOMS: TEACHERS' PERSPECTIVES. Turkish Online Journal Of Educational Technology, 13(2), 197-201. (Accessed on EBSCO through University of Saint Joseph's Website)