I have met many teachers, both pre and in-service, who had relatively strong attitude of opposition toward integration of technology into classroom. Given the pervasiveness of digital technology in almost any part of our lives, some of you may find it hard to believe. Well, I am not! There are some real reasons behind this resistance.
Teaching is not just a job. For many teachers, it is closely connected to their heart and professional identity. In addition, schools and universities are often described as unique ecosystems that are protected by iron rings. In these ecosystems, new and unfamiliar technology are typically perceived as foreign, something that alters teaching, and a threat to teacher professional identity. Teachers generally avoid risking their good way of teaching, more importantly, student learning. For many teachers, the easiest way of avoiding the risks is a blunt rejection.
Teacher low self-efficacy in relation to using digital technology in the classroom can be one of the key reasons for teacher resistance. We know that there are strong correlations between teacher self-efficacy and their behavioural intentions of integrating technology into classroom. This means, the lower the self-efficacy, the less likelihood of using technology by teachers in the classroom.
Learning a new technology itself often requires one’s desire, energy, and time. Vitally, teachers need to know how to align technology to their student needs and the learning outcomes. In addition, technology changes are so rapid, and literally everyday there comes a new product to learn. This makes the learning journey never ending for many teachers and can incite a range of teacher negative emotions such as uncertainty, anxiety, and frustrations. Again, the more negative the teacher beliefs, the less likelihood of actual use.
Another key reason why teachers may not want to use technology in the classroom can be lack of internal support systems. As previously expounded, learning a new technology and integrating it into the classroom may not be as simple as one may think. In addition, teachers can be vastly different in relation to their level of digital literacy and technology experience. Therefore, it is vital to establish proper support mechanisms, both at the institution and peer levels, so teachers specifically, late adopters can get proper support when they need it.
Establishing a proper mechanism for continuous professional development programs for teachers can be part of the solution to reduce teacher hesitancy. It is because, with a strong and purposeful teacher professional development program, teachers can be taught about the new technology. When teachers have adequate knowledge about a technology, and they are confident of using it in the classroom, they can better align it with their pedagogic needs. When teachers find a clear purpose of using technology in the classroom, the likelihood of actual use is high. In sum, teacher resistance to technology-integrated instructional approaches are real, but can be reduced by providing proper teacher support and opportunities for purposeful professional development programs.