Integrating Technology 1

EXPLORING CHALLENGES IN INTEGRATING TECHNOLOGY WITHIN

DEVELOPMENT PROGRAMS FOR TEACHERS

by (Name)

The Name of the Class (Course)

Professor (Tutor)

The Name of the School (University)

The City and State where it is located

The Date
 Integrating Technology 2

Chapter One

Introduction

Technology has changed how people communicate, function, and gather information as

part of their daily routines. Information access has become easy and convenient because of

technical gadgets such as computers and mobile phones. These advances in information access

have also changed the education paradigm significantly. Technology has redefined the classroom

space by altering how people share knowledge, making learning easier. However, concerns

remain that the use of technology in education may have some setbacks. In addition, the

prevalence of technology has necessitated skills that modern teachers and learners need

(Backfisch et al., 2021). The research will investigate the challenges experienced in integrating

technology within development programs for teachers. The study will investigate various

frameworks, models, and strategies used to equip teachers with effective knowledge and skills

they need to properly leverage technology in their teaching approaches. The research paper will

leverage existing research with an aim to shed light on the best and valuable practices that

technology can be implemented in development programs in teacher education.

Leveraging technology in teacher education includes a range of contemplations. One, it

entails understanding the potential and benefits technology has in improving and enhancing

learning and teaching experiences such as collaboration, student engagement, and enhancing

digital literacy competencies (Bowman et al, 2022). Also, it includes understanding the methods

of implementing technological approaches into teaching curricula for educators, ranging from the

original pedagogy instruction to technical professional opportunities. The research paper will

also focus on exploring the barriers and challenges institutions and educators face in their efforts

to integrate technology. Such may include limited technology resources, resistance to change to
 Integrating Technology 3

new teaching and instruction ways, concerns about changing pedagogical teaching strategies,

cost of technology and the need to constant change and support for new technology. It will be

vital to understand these barriers and challenges to initiate development of suitable and affective

technology interaction strategies for teacher development programs.

By exploring these problems teachers face in integrating technology, the paper will

contribute to a broader technological integration discourse to provide guidance to educators,

policy makers, instructors and institutions entangled in teacher education. After exploring these

challenges, the paper will contribute and support the development of effective and

comprehensive education programs that will empower and enable teachers to gain their full

potential in utilizing technology in their classrooms. There is consensus that technology has

changed the educational landscape in all aspects, and teachers must be prepared to deal with

emerging trends to better train their students (Akram et al, 2021). Thus, they must be well

equipped in offering instruction in ways that match current technological trends if they are to

navigate changing educational landscapes with easy and effectiveness. The research will help

understand technology integration, cultivate teachers ready and prepared to integrate technology

and inform how to include pedagogy practices with emerging trends and transformation.

Background to the study

Technological advancements have encouraged a foundational aptitude across many

industries. These developments hold substantial implications for administrators, instructors,

teachers and other specialists dealing with learning and educational design. The use of

technological tools across learning spaces has streamlined learning. Modern students enjoy

flexibility and choices compared to their former counterparts who did not depend on technology.

Teacher’s roles have also evolved over time as student’s knowledge, needs and skills continue to
 Integrating Technology 4

advance. However, these changes brought by technology have their shortcomings. The cost of

implementing technology is not only high for students but institutions trying to keep up with its

dynamics. In addition, modern learners require advanced skills such as media and technological

competence to navigate through various modern settings. Further, modern students face new

challenges that they previous counterparts did not even with the availability of new technology.

Teacher education programs must prepare them to face these challenges as they enter their

professional careers.

Teaching programs are designed to help aspiring students by equipping them with

necessary skills and knowledge to handle their professional jobs with efficiency. According to

Liesa-Orús (2020), teacher development programs play the same role of equipping teachers with

competencies they need to excel in their profession. With the changing classroom landscape, and

the integration of technology in education, these programs now do not focus on subject matter,

pedagogy or class management only. Technology inclusion in the classroom has necessitated that

teacher development programs include technology training and understanding with the curricula.

A look at the incorporation of technology in education institutions shows that the

inclusion of technology education has started in many teacher development programs. However,

there are concerns that these efforts are not as effective considering the problems teacher

continue to face as they teach students in modern classrooms. It is thus vital to understand the

best strategies to integrate in teacher education so that teachers can then transfer that knowledge

to their students. For example, Technology has taken center-stage in many aspects of education

that educators cannot ignore its integration within their teaching designs. The benefits of

integrating technology stretch far beyond new equipment and devices. Technical advancements

help teachers enhance and support learning by creating endless opportunities for collaboration
 Integrating Technology 5

and connections. They encourage teachers and learners to share information in new and flexible

ways. Educational materials are easily accessible and sharable using technology. According to

Dash (2022), when teachers require the knowledge to provide support and guidance using clear

objectives and goals, which will equip their students to become better digital learners while

improving their academic, personal and occupational success.

Modern students thrive on technology, not only in school but also in their personal lives.

Students are already equipped to use technology for entertainment and personal use. Social

media websites such as Instagram, Twitter, Facebook and Tiktok are popular, alongside video

game websites such as MineCraft (Dash, 2022, 8-10). These social media interaction sites have

changed the outlook of interaction for students, making them have an interest in online

interaction. Teacher development programs must encompass this change to equip teachers with

the knowledge they need to interact with modern students. Modern teachers need to utilize

current events and pop culture trends to make learning as exciting when giving learning

instructions to make lessons enjoyable and relatable. Teachers can utilize technological devices

and tools such as podcasts videos, music and discussion forums to make learning reliable, which

increases student engagement.

Integrating technology in development programs helps in preparing students for their

professional careers. Use of technology is vital not just in education, but also after graduation.

Technological integration is not limited to education, but also in business and other sectors.

Navigating through technological platforms helps prepare learners as they gain typing skills,

Email communication, social media navigation and digital literacy (Buckingham, 2020). In

addition, teacher development programs need to equip teachers with cultural competence skills

they can transfer while teaching students. Modern teachers do not teach students from one
 Integrating Technology 6

background, as it were in the past. Online education enables students from around the globe to

attend schools anywhere. That means current students need to learn cultural competence to

interact with peers from different backgrounds and cultures because technology brings people

from all over the world together through online education. In addition, cultural competence helps

build quality interpersonal connections and interactions between peers, increasing the potential

for creativity and innovation. For instance, culturally competent students and employees

understand how to use diverse ideas and resources in multicultural settings.

The high cost of implementing technology in development programs remains a challenge

for teachers. According to Rasheed et al. 2020, 196), modern technology requires constant

updates and changes due to its dynamic nature. Computers and mobile phones being used today

will not be helpful in the future because they will become obsolete. As a result, students and

education institutions invest heavily in updating technology to keep up with its evolution. For

example, computers and mobiles used three to four years ago cannot be used today. That means

students and institutions must update their software regularly and hardware once every two to

three years. While technology is always getting better with these updates, keeping up with the

changes is costly.

Apart from the high cost of implementing technology, another significant issue with

technology in education is keeping up with the pace of change. While it is easy for individuals to

keep up with changing technology every one or two years, such changes represent a substantial

amount of investment on the part of educational institutions (Starkey, 2020). Apart from

purchasing the hardware required, teachers must ensure that their curriculum, instruction, and

assessment align and work together. For example, teachers must ensure their systems align with
 Integrating Technology 7

the technology changes to accommodate students from all over the world who use online

education. Keeping up with technological developments is essential but makes teaching difficult.

Contemporary teachers must use technology during instruction, which makes

technological competence a requirement for both teachers and their students. Modern students

need skills such as computer expertise that early students did not require. Ahmad (2020, 26)

notes that most employers demand computer skills as part of job qualifications. In addition,

technology access and use are part of studying and collaborating in the modern classroom space.

Students need technical skills to navigate their coursework, take exams, and collaborate with

other students and teachers. Even in institutions that offer regular classes, technology use is

essential. Employers expect students to have honed their technology skills after completing their

education for better incorporation and utilization of the same skills at the workplace.

Statement of the Problem

Technological changes and advancements have changed many aspects of life, including

education. The classroom has become an information network, requiring both teachers and

students to adapt to new methods of collaboration, communication and instruction for effective

learning and discourse. It has become vital that development programs for teachers also adapt to

these changes while integrating technology to better equip teachers to handle modern students

with finesse. The research paper will explore the challenges in integrating technology within

development programs for teachers. The paper will review various literatures to justify its

relevance and potential importance to the teacher education field.

Technology has made learning easier by enabling access to learning materials. Modern

students have better access to learning materials that earlier students lacked. In the past, students

relied on teachers and books as the only sources of knowledge. The resource limitations made
 Integrating Technology 8

learning difficult because only a few students had adequate access. However, technology

provides modern students with tools such as computers, mobile phones, and the internet to access

learning resources (Ahmad, 2020). As a result, modern students can access millions of online

databases, videos, books, and journals from the comfort of their homes. For instance, a student

can access books from online libraries worldwide without physically going to a library. The

problem with this increased and unregulated access is originality. While teacher education

programs have to incorporate technology, the use of technology is in itself becoming a problem.

Even with the pace at which technology has advanced, the biggest challenge to

integrating technology within teacher development programs is limited access to technology and

technology illiteracy. Institutions that offer education programs for teachers have different

curriculums, with differing technical capabilities. Some teacher education institutions have better

programs that provide teachers in training with the necessary skills and competencies but not all.

That means that most of the teachers who have graduated, and are now in their classes do not

have the necessary skills to keep up with the current technology.

Another issue with technology is keeping up with its dynamic nature. Apart from the high

cost of implementing technology, another significant issue with technology in education is

keeping up with the pace of change. While it is easy for individuals to keep up with changing

technology every one or two years, such changes represent a substantial amount of investment on

the part of educational institutions. Apart from the substantial cost of change, what teachers learn

in school within their development programs may become obsolete as years pass. The changing

nature of technology means that teachers need support and constant refresher training programs

to keep up with technology even when they have the skills they need. As a result, changing

technology presents a challenge to integrating technology with teacher development programs.

Another major problem with technology integration is resistance to change. Technology

and change are intertwined, what with technological advancements happening almost constantly

with introduction to new software, hardware and equipment. Most educators, especially those in

teaching in teacher development institutions are older adults still processing the introduction of

technology in classroom instruction. Resistance to change is a problem that presents a challenge

to teachers as they gain the skills necessary to handle teenagers who are abreast with the latest

technology. There are many rising issues and changes brought by technology that have faced

resistance. Right now, AI integration is causing problems in learning and instruction. There is

still a debate whether students should use AI to help in their studies, or its use would

compromise their learning process.

Theoretical Framework

As observed, integrating technology in development programs presents both benefits and

challenges. However, a lot of research concerning benefits and limitations is available, making

its intersection possible. This paper will utilize both theoretical and practical analysis

frameworks to examine the challenges of integrating technology in teacher development

programs. The paper will utilize TPACK as a theoretical method which argues that all teachers

need technological skills as an essential and basic skill in modern contexts (Tondeur et al.,

2020). The reason for this position is that technology has taken center-stage in almost all aspects

of modern society. Every aspect of education should include technological integration because

even the teaching itself is delivered through technological devices.

The TRACK theory was introduced in the year 2006 in Michigan University. The

framework includes three major sections, or domains that must be included in education and

technology integration. These include Content knowledge, Technological knowledge, and

pedagogical knowledge. Each of these three domains intersects with each other and must be

included by in teaching programs. Before the onset of technology, teacher programs included

content and pedagogy domains as the main teaching strategy. When the three domains interact

together they are now referred as TPACK, and they form the basis of modern technology

integration in development programs for teachers, as well as teachers to their students. These

three must all be talk to have an effective teaching experience in a modern learning environment.

As one designs their class, technology is the connection that holds together the content

and pedagogy. Technological tools are the key to delivering educational objectives, in supporting

assessments and other leaning activities. For example, after designing the class, setting

assessments, technology is required to post these assignments online, or create a discussion

forum that the assignment will be delivered. TPACK helps in helping instructors manifest the

ability to select the correct tools, selecting the right digital content, or navigating through various

technical tools effectively.

Significance of the study

This paper aims to examine the challenges in integrating technology programs for

teachers and provide ways and strategies for educators to avoid them. The paper will utilize

literature, and also carry out a mixed methods study to shed light on the current integration of

technology and how such technology is being integrated in education programs for teachers. The

research found after the completion of this paper will provide valuable insights to policy makers

as they try to navigate the complex nature of technological integration in various aspects of

education and instruction. The paper will further provide evidence-based insights on the

strategies that work when it comes to dealing with the challenges affecting technology use in
 Integrating Technology 11

education sectors. As a result, the paper will provide and contribute to the formation of effective

standards and practices in the field of teacher development programs and technology.

Study Objectives

 Investigate the current trends and practices of technology integration in education

programs for teachers

 To explore the barriers and challenges experienced when integrating technology within

development programs for teachers

 To assess different tools, strategies, and resources used in teacher education and

technology integration

 To give recommendations that institutions and teachers can utilize to better integrate

technology in teacher development programs

Scope and Study Limitations

The scope of the study is limited to educators who focus on teaching development

programs for teachers. The application of the study does not extend to how other programs in

other disciplines are taught or delivered. It includes integrating technology in teaching schools

and how they can apply the knowledge to help students’ better use technology.
 Integrating Technology 12

Bibliography

Ahmad, T., 2020. Student perceptions on using cell phones as learning tools: Implications for

mobile technology usage in Caribbean higher education institutions. PSU Research

Review, 4(1), pp.25-43.

Akram, H., Yingxiu, Y., Al-Adwan, A.S. and Alkhalifah, A., 2021. Technology integration in

higher education during COVID-19: An assessment of online teaching competencies

through technological pedagogical content knowledge model. Frontiers in

psychology, 12, p.736522.

Backfisch, I., Lachner, A., Stürmer, K. and Scheiter, K., 2021. Variability of teachers’

technology integration in the classroom: A matter of utility!. Computers &

Education, 166, p.104159.

Buckingham, D., 2020. Epilogue: Rethinking digital literacy: Media education in the age of

digital capitalism. Digital Education Review, (37), pp.230-239.

Dash, B.B., 2022. Digital tools for teaching and learning English language in 21st

century. International Journal Of English and Studies, 4(2), pp.8-13.

Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S. and Sierra-Sánchez, V., 2020. The

technological challenge facing higher education professors: Perceptions of ICT tools for

developing 21st century skills. Sustainability, 12(13), p.5339.

Bowman, M.A., Vongkulluksn, V.W., Jiang, Z. and Xie, K., 2022. Teachers’ exposure to

professional development and the quality of their instructional technology use: The

mediating role of teachers’ value and ability beliefs. Journal of Research on Technology

in Education, 54(2), pp.188-204.

Tondeur, J., Scherer, R., Siddiq, F. and Baran, E., 2020. Enhancing pre-service teachers’
 Integrating Technology 13

technological pedagogical content knowledge (TPACK): A mixed-method

study. Educational Technology Research and Development, 68(1), pp.319-343.

Rasheed, R.A., Kamsin, A. and Abdullah, N.A., 2020, January. Students and teachers' challenges

of using technology in blended learning environments. In Proceedings of the 2020 the

3rd International Conference on Computers in Management and Business (pp. 195-200).

Starkey, L., 2020. A review of research exploring teacher preparation for the digital

age. Cambridge Journal of Education, 50(1), pp.37-56.

Yurtseven Avci, Z., O'Dwyer, L.M. and Lawson, J., 2020. Designing effective professional

development for technology integration in schools. Journal of Computer Assisted

Learning, 36(2), pp.160-177.