Model 3 Revise

Abstract

Technology is an essential component in the achievement of learning outcomes. Globally, students have adapted to using online tools to complete diverse tasks. Despite the undisputed relevance of technology to education, scholars have identified various challenges that hinder the integration of technology in K-12 classrooms. External factors affecting technology in education include poor infrastructure, inadequate technology, and insufficient professional development. Literature has also identified internal factors such as low self-efficacy and the educator's perceptions. Examples of significant themes that arise in the literature include responsibility, experience, and communication. Technology integration is a complex process that requires the careful analysis of existing factors that may hinder the success of learning strategies.

Keywords: K-12 Classrooms, Technology, Professional Development

Literature Review Step II

Technology is a vital component in everyday life. Students are accustomed to utilizing technology to accomplish tasks leading to the achievement of learning outcomes. Owing to the importance of technology, institutions have integrated modern learning strategies in K-12 education to prepare the students for further studies and future careers. K-12 classrooms can access technology devices, software, and various tools that promote a positive learning environment. Despite unlimited access to technology, internal and external factors threaten the integration of modern tools, thus interrupting learning. The literature review will discuss the significant issues educators must address in technology integration in K-12 education.

The major themes identified in the literature include responsibility, experience, and communication. During the integration of technology, educators are often confused about their roles and responsibility in combining technology and coursework within the learning environment. This confusion is common because educators have pre-designed instruction that does not include online tools. Once online tools are introduced, educators cannot reconcile online tools and educator-created resources, leading to a lack of classroom control. Grading also creates problems for teachers because students can submit assignments at different times, thus creating a massive workload for the educator (Farmer & West, 2019). Some instructors have the added responsibility of bridging the gap between the students and the teachers to ensure the smooth utilization of online tools.

Students and teachers reported a problematic experience integrating technology in K-12 classrooms. For instance, many teachers report that students are not on the same learning leaves due to the non-completion of previous online courses or late registration. This problem means that many students are behind on their coursework and lack knowledge about resolving the issues. Educators have a challenging time trying to get students up to speed with the coursework. Students have also reported unpleasant experiences with complex online content. The language used is complicated for many students, especially those who are not native speakers (Farmer & West, 2019). Educators also highlight that students do not take the time to understand the content. Due to the lack of supervision, students cram content to answer online quizzes, thus invalidating the importance of technology in K-12 education.

Communication is also a recurrent theme in literature. Parents and teachers need to communicate to monitor each student’s progress accurately. Challenges occur within online learning when teachers have limited contact information or interaction with the parents. Limited interaction arises when the students submit incorrect contact information or emails instead of the parent's contact (Farmer & West, 2019). Teachers thereby have a hard time monitoring students since they have no means to contact the parents. Many parents are not tech-savvy; thus, they cannot observe and keep accurate records of completed assignments. Frequently, students ignore the educators and refuse to incorporate the teacher’s instruction into the corrections. The disregard creates an issue that hinders the success of technology integration in k-12 education.

Technology is essential because learning needs are changing and evolving daily. Major issues are addressed in the literature to mitigate the problems and ensure the successful integration of technology in K-12 classrooms. Harrell & Bynum (2018) identified external issues, including poor infrastructure, inadequate technology, and insufficient professional development. A strong technology foundation requires a stable, secure network that ensures continued learning. However, policymakers often ignore the importance of infrastructure, thereby crippling online learning initiatives. An example of necessary infrastructure that should be incorporated before introducing technological tools includes internet access. Inadequate technology affects learning in K-12 classrooms since students do not have platforms to engage with teachers and other learners. Many institutions do not have the funds to purchase and install adequate technology. Lastly, insufficient professional development prevents improving technology levels in K-12 classrooms (Harrell & Bynum, 2018). Teachers are not provided with the necessary skills to implement online tools within the curriculum. Research has also indicated that training the teachers does not always guarantee the proper integration of technology within the classroom. Literature has also identified internal factors affecting the integration of technology.

Low self-efficacy and the educator's perceptions are internal factors identified in K-12 classrooms. According to Bandura’s social cognitive theory, self-efficacy describes the belief that a task can be achieved to produce the desired outcomes (Harrell & Bynum, 2018). Successful technology integration requires online self-efficacy, lacking among teachers and students. Teachers who do not believe technology will improve learning outcomes do not participate fully in the process. Although technology has been adopted in everyday life, teachers are still hesitant about using identified educational tools in K-12 classrooms. Some teachers have cited concerns such as frustration with technology. These internal and external problems indicate the need to emphasize the importance of mitigating strategies that can guarantee the achievement of learning outcomes.

Technology is important because it can be used during emergencies to ensure learning is not disrupted. During the Covid-19 pandemic, institutions had to respond efficiently to control the crisis and recover lost learning time. Due to social distancing measures, institutions had to engage learners through remote instruction on online platforms. Technology integration was essential during the pandemic, indicating the relevance of electronic distance education. Hardware and software were used globally to reestablish learning activities that met the needs of the students (Crompton et al., 2021). However, problems arose in low and middle-income countries where students do not have access to devices or the internet. The integration indicates that education initiatives should begin concentrating their efforts in marginalized areas to guarantee equality in education.

Studies addressing technology integration in education and issues that hinder success are essential because they resolve challenges teachers and students face. Teachers struggle to create positive learning environments that increase the student's achievement. Owing to this, teachers and students require assistance through evidence-based research to implement strategies that will be useful for long-term success. The use of technology will continue to grow in society, thereby influencing the need for advanced technological tools in education.

Examples of problems identified in the literature that must be addressed include misbehavior in K-12 classrooms and technology inequity. Improper online engagement in classrooms encourages misbehaviors, cyberbullying, and cheating. These behaviors often go unnoticed since institutions have not implemented mechanisms to detect the behaviors or encouraged safe environments where students can report. Institutions need to address this problem to guarantee the safety of all students. The inequity of technology arises when students do not have the financial capability to afford the devices required to accomplish learning outcomes (Vinson & Caukin, 2021). This inequity challenges the K-12 classroom since some students do not have the same learning experiences as other privileged students.

References