Why are some teachers against technology in education ? The use of technology for educational purposes is a popular trend that attracts lively attention and widespread funding. More and more teachers add computer-based elements to educational routines, improve communication, create a convenient environment for collaborative and self-directed learning. It becomes possible that digital citizens are educated, people who are ready and achieve success in the information age.
Why are some teachers against technology in education?
But still, there are opponents of technology in education. Some professors prefer older, well-tested methods, treat innovations with bias, do not want to keep up with the times and change the educational environment.
There are also teachers who are ready to adopt technology, but cannot do so because administrators do not build fixed infrastructure and train their employees. As a result, teachers do not know how to use digital means and prefer to avoid them in order not to spoil existing strategies.
The current challenges must be analyzed and resolved to increase the efficiency of computer-based learning and to build schools of the future. In this article, experts at Pro-Papers.com outlined the important reasons teachers oppose technology in the classroom.
Technology is not always the answer
Even though innovations simplify many processes and help teachers get rid of routine operations, the technology sometimes seems useless or even harmful. For example, despite a large number of note-taking apps and recorders, some teachers prefer manual writing. At first glance, it is very convenient to copy only a printed text and read it on the eve of the exam. But students remember the information better when writing by hand.
This suggests that print saves time, but deteriorates from absorbing knowledge. Also, working on small screens for a long time is uncomfortable. Such activities can harm the vision of youth. This is why teachers find it unwise to start an electronic data career.
Capacity of different devices
Not all schools can buy a single tablet or laptop for all students. Youth are often asked to bring their devices into a classroom. The difference between an ordinary Android smartphone and an iPad can become a serious obstacle. A teacher should know how all the tools work to assist each learner, understand what ability these gadgets have in selecting assignments. In addition, children from wealthy families with expensive phones can reduce learners’ self-esteem by using modest and inexpensive devices.
Students get distracted
If there are many entertaining applications on a student’s smartphone and notifications from social networks are constantly on the screen, focusing on course content is uncomfortable. Professors may not be sure that youth actually learn and do not use instant messengers and games in lectures. This is why gadgets are often prohibited in the classroom.
Lesson time and discipline
It takes a lot of effort to prepare students for computer-based learning. It can be challenging for teachers to maintain discipline and order, especially when considering juniors as toys rather than teaching tools. Instructing learners and checking if they use the phone correctly reduces the productive time of the lesson. Teachers often have to reprimand a lecturer for not listening, hiding the phone, and not setting up the screen to play games, showing off devices or being discharged for not working.
Need professional development
Parents and students expect teachers to introduce technology into the classroom, but no one cares about teachers’ readiness for such changes. Just as learners, tutors should be taught. It is worth developing a comprehensive training system to contribute to their professional development, to provide information about technological development, effective digital tools and strategies. Vocational education should be sustainable and sustainable. For now, the data suggest that resources for vocational training are allocated sporadically. This is why we still do not have high-tech equipment in every school and university.
Not everyone uses technology at home
Some teachers and learners do not use computers and smartphones regularly, use the Internet periodically and do not have continuous connectivity. This is especially characteristic for people living in poor districts and rural areas. They have no opportunity to live, work with tech-savvy peers and colleagues and study worse due to inadequate computer literacy and poor infrastructure.
Teachers are forced to create different tasks for different students based on their digital proficiency. Since it is difficult to ensure the same level of knowledge for all, many professors comp