Teachers: Budgets block classroom technology access
Survey reveals that most teachers have computer access in their classrooms, but newer technologies are less common
Ninety-one percent of teachers said they have access to computers in their classrooms.
Despite advances in digital learning tools and efforts to close the ed-tech access gap, school budgets remain one of the biggest barriers to classroom technology access, according to a national PBS LearningMedia survey of preK-12 teachers.
Although ed-tech advocates campaign for technology’s seamless integration into instruction, only 22 percent of teachers surveyed said they have the “right” level of technology in their classrooms.
Sixty-three percent of teachers said budgets continue to be barriers to classroom technology access, and in low-income communities, 70 percent of teachers reported budgets are their main obstacle. Aside from funding, teachers reported that unfamiliarity with technologies (8 percent), a lack of knowledge about where to find proper technologies or a lack of training (8 percent), technologies’ incompatibility with current curriculum (7 percent), slow/poor/no internet connection (6 percent), and other various reasons (9 percent) as barriers to classroom technology use.
Socio-economic status also plays a role in other areas: 38 percent of teachers in affluent school districts reported high levels of parental support, compared with just 14 percent of teachers in low-income communities; and 38 percent of teachers in high-income areas have school board support, compared to 21 percent of teachers in low-income areas.
Computer access is not a problem for the majority of teachers—91 percent have access to computers or laptops in their classroom—but access to “newer” technologies is. Fifty-nine percent have access to interactive whiteboards, and teachers in affluent districts are twice as likely to have access to tablets as teachers in middle- and low-income districts.
3 Responses to Teachers: Budgets block classroom technology access
You must be logged in to post a comment Login
schellekensr
January 30, 2012 at 7:33 pm
First of all, of course the VENDORS promote the purchase of more technology. It increases their bottom line!
Next, the VENDORS are those who claim increased achievement scores.
The reality? Independent research into increased use of technology and achievement results paints a very different picture. Yes, there is more participation – as long as the newness is still there. Engagement is one thing. Whether or not engagement lead to increased results is a totally different question! Or, as stated by a Chicago Publi Schools science teacher, “Yes, it is really cool stuff… We do not see the results getting any better, though.
Everything new gets old in a hurry, when it comes to technology and kids.
How long before we stop chasing the rainbow where we keep expecting the educational “pot of gold?”
Learning how the latest gadgets work will not increase reading, writing and math skills. It just makes better gadget users.
computerhead
January 30, 2012 at 8:34 pm
There is lots of talk about the latest thing in educational technology. This is fine.
But, in reality, the schools don’t have enough computers and printers for the simple word processing function that students need. Rather than
the latest big-ticket items, I would like to see ubiquitous access to electronic “typewriters.” Not even web connected; just computers connected to a local printer.
This could be done with purchase of the used corporate and government computers that are filling the market.
Budgets? The price of a smart board could get a school a couple dozen word processors.
Educationist Doug Reeves said, “There are no silver bullets in education. But non-fiction writing is about as close as you can get to a single strategy that has significant effects in nearly every area of the curriculum.”
bard
February 2, 2012 at 9:39 pm
Many students have access to Internet at home, so it makes sense to use interactive texts to build individual skills through engaging interactive homework.
Moreover, the students’ homework can then be the springboard for class discussion, with only the Teacher needing a computer and projector in the classroom.