Pushing the Envelope: Overcoming Hurdles and Accelerating the Proliferation of Educational Technology
The specific topic of educational technology has been discussed in scholarly circles since at least the late 1990’s. Teachers’ views on technology have not changed very much in that time period, while technology has evolved at an alarming rate. Whereas almost no one had a cell phone in the early 1990’s, today millions of adults carry the latest version of either Apple’s or Samsung’s “next big thing” in their pockets or on their hip. Students in middle and elementary school today have never known a world without the iPhone, which was first released in 2007. However, like those of us who grew up with television as the major piece of educational technology, even though they have a familiarity with technology, they largely do not understand it. If they encounter a problem of any kind they are helpless to address it. Of course, most educators are experts in their content, and not in technology. But that is, at least in part, the purpose of educational technology programs. Technology in secular terms marches on at a steady pace, but educators have been resistant to educational technology for many years. In a 1998 article Greg Kearsley stated that educational technology has primarily been a distraction from what matters most, effective learning and good teaching. He does have several great points about the way in which educators receive their technology education. One of the greatest fears of educators with regard to technology (in or out of the classroom), is that students might cheat more effectively using technology. Julia Lawrence, writing for Education News refers to barriers to the adoption of online education, but even in a classroom, technology and the Internet are weaved into daily instruction. During State testing, in order to prevent cheating, students sign a cell phone/technology contract and test administrators collect any technology that students have in their possession. Budget issues are one of the biggest impediments to the proliferation of technology in classrooms. However, there are many