Barriers to Educational Technology Adoption: Navigating Challenges in Integration
DOI:
https://doi.org/10.55737/qjss.123732538Keywords:
Educational Technology, EdTech Adoption, Technology Integration, Female Teachers, Socio-Cultural BarriersAbstract
The major determinant in shaping the panorama of today's educational system is technology. The purpose of the study was to explore the potential challenges that affect the adoption of educational technology by female college teachers and to propose realistic recommendations to improve college-level instructional technology integration. The research was descriptive in nature, and to achieve the objectives of the study, a sample of seventy-three female college teachers was selected from the four Government Girl's Colleges located in District Lodhran, Punjab, Pakistan, using a convenience sampling technique. The findings reveal an intricate interaction of factors that affect educational technology adoption, which include lack of technological resources and infrastructure, collaboration, data security, accessibility, lack of training and lack of technological assistance. This study emphasizes the need for comprehensive policies, training, and infrastructure to address data security concerns and build teacher and student confidence in technology use in education and the need for educational institutions to examine and adapt their curriculum designs to allow time slots for technology integration to ensure balance and effectiveness.
References
Abbasi, W. T., Ibrahim, A. H., & Ali, F. B. (2022). Perceptions about English as second language teachers' technology-based English language teaching in Pakistan: Attitudes, uses of technology and challenges. In Proceedings of International Conference on Emerging Technologies and Intelligent Systems: ICETIS 2021 (Volume 1) (pp. 314-325). Springer International Publishing.
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim Alzahrani, A., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66(100876), 100876. https://doi.org/10.1016/j.stueduc.2020.100876
Anderson, T., & Rivera-Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, 37, 208–229. https://doi.org/10.1344/der.2020.37.208-229
Ayasrah, F. T. M. (2020). Challenging Factors and Opportunities of Technology in Education. International Journal of Advanced Science and Technology, 29, 962-972.
Borgmann, A. (2006). Technology as a Cultural Force: For Alena and Griffin. Cahiers Canadiens de Sociologie [Canadian Journal of Sociology], 31(3), 351–360. https://doi.org/10.1353/cjs.2006.0050
Bower, M. (2008). Affordance analysis – matching learning tasks with learning technologies. Educational Media International, 45(1), 3-15. https://doi.org/10.1080/09523980701847115
Dele-Ajayi, O., Fasae, O. D., & Okoli, A. (2021). Teachers’ concerns about integrating information and communication technologies in the classrooms. PLOS ONE, 16(5), e0249703. https://doi.org/10.1371/journal.pone.0249703
El-Said, G. R. (2021). How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a University in a developing country. Advances in Human-Computer Interaction, 2021, 1-10. https://doi.org/10.1155/2021/6649524
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Ghavifekr, S., Afshari, M., & Amla Salleh, N. (2023). Management strategies for integrating educational technology into schools: An international perspective. Journal of Educational Technology, 12(2), 45-66.
Isnah, E. S., & Subandiyah, H. (2022). The Effect of Digital Literacy on Language Ability in Higher Education: Experience From a Developing Country. Journal of Higher Education Theory and Practice, 22(11), 215-222. https://doi.org/10.33423/jhetp.v22i11.5425
Januszewski, A., & Molenda, M. (Eds.). (2022). Educational technology: A definition with commentary. Routledge.
Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). New York: Taylor & Francis.
Malczyk, B. R. (2018). Multimodal instruction, the new hybrid: A student-centred approach to blended learning. Journal of Nonprofit Education and Leadership, 8(1), 16-31. https://doi.org/10.18666/jnel-2018-v8-i1-8347
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1177/016146810610800610
Razkane, H., Sayeh, A. Y., & Yeou, M. (2021). University teachers’ attitudes towards distance learning during COVID-19 pandemic: Hurdles, challenges, and take-away lessons. European Journal of Interactive Multimedia and Education, 3(1), e02201. https://doi.org/10.30935/ejimed/11436
Starks, A. C., & Reich, S. M. (2023). “What about special ed?“: Barriers and enablers for teaching with technology in special education. Computers & Education, 193, 104665. https://doi.org/10.1016/j.compedu.2022.104665
Will, M. (2018). The difficulties of improving teaching effectiveness. Education Week. https://www.edweek.org/teaching-learning/the-difficulties-of-improving-teaching-effectiveness/2018/09
