Scientists have proven that students learn better when EdTech is involved. If used right, it enhances their involvement, increases their confidence, and better enables them to reproduce the material they learn during assessments. So why are some educators still reluctant to use technology in the classroom? Better yet, what can we do about it?

Educators Don’t See It as Necessary

Many of the educators of today are still the educators of yesteryear. And, really, yesteryear isn’t that long ago. Our world has changed a lot in a small number of years. As such, these educators believe that technology in the classroom is more of a hindrance than a help. This is a correct assumption in a few cases. However, EdTech, as I said, goes a long way toward improving the learning of our students today.

So what can be done about this? Administrators need to help their teachers to understand that technology is slowly transforming the classroom as it transforms our world. Educators need training on the benefits of technology in the classroom. At this point, they will see it for the asset it is. 

However, educators do need to be trained on how frequently to use technology and when not to use it. EdTech can become a hindrance if used incorrectly and at the wrong times. At this point, it can become an obstacle rather than an asset.

Educators Receive No Training

Many educators find themselves in a classroom where they are told, “Use this technology,” yet they are not trained on how to use it or are trained insufficiently. Training takes money, and schools are strapped as it is.

Rather than merely throwing new EdTech at teachers and expecting them to throw it back out at the students, the administration needs to invest the time in training their teachers in the technological advances as they happen. Administrators can do this through staff meetings, one-on-one, or through an LMS.

Educators Receive Inadequate Training

The educators who do receive the much-needed training on new technology often receive it in the means of “this is how to work this piece EdTech.” They learn where the “on/off” button is, how to make images appear, and how to reset it for another student’s use when what they need is training in how to use it to teach their students. This, of course, leaves the teachers grasping for answers as to what they are to do next.

Those training the teachers should be pedagogical experts rather than technical gurus. This way, the teachers can receive instruction and examples on using the technology in the classroom. During the training sessions, the teachers should also have time for hands-on learning to practice using the new technology in an educational setting.

The Technology Isn’t Integrated

Many educators who have the proper training are reluctant to use technology in the classroom because their syllabus doesn’t incorporate the EdTech into the curriculum. Instead, they must find extra places to stick it, adding extra work on the students and adding extra time in where there is no time to spare.

When administrators order new technology for the classroom, they also need to purchase new syllabi that have the EdTech integrated into the daily learning schedule in a way that it will help the educator and students to achieve their goals for the day.

There Are Unrealistic Expectations

It’s easy for the EdTech salespeople to give the administration and the teachers the false impression that just placing their technology in the classroom will transform the learners into a classroom full of overachievers. In trying to sell their EdTech, they push the propaganda that the addition of this technology will magically transform education as they know it classroom by classroom.

The truth is that technology will merely give the educators another tool—a better tool, with which to teach their students. It will not magically turn students into super kids. It takes work on the teacher’s side and an understanding of how to properly use the education in the classroom.

Administrators can tackle this problem by being careful not to set these unrealistic expectations. They can also train their educators, helping them to understand the amount of effort that must be put into the use of EdTech to get the most benefit out of it. This way, the teachers will not have unrealistic expectations either.

Conclusion

Yes. Some educators are still reluctant to use technology in the classroom. Given these obstacles, can you blame them? However, there are ways to combat these reasons that I presented in this article. If administrators and educators stand together to tackle the problem, then we can conquer this reluctancy.