Journal Article Review
This article communicates some of the many factors that affect technology integration in
K-12 classrooms. As technology seeps into every crevasse of our lives, traditional classes are no
longer sufficient to meet the needs of students and prepare them for life in their higher education
and careers. Teachers now have a responsibility to include it. However, there are many factors
which inhibit the effective use of these technologies. Harrell and Bynum separate these factors
into two categories: External and Internal. External challenges include a weak foundation in
technology infrastructure, a slim budget for the technology, and insufficient training on how to
use it. If a students doesn’t have access to the technology or the teacher isn’t trained properly on
its use, the technology becomes more of a hinderance, than a tool. Internal issues stem from low
self-efficacy for teachers which creates negative perceptions of technology from these educators.
When teachers fear the technology and aren’t willing to put in the time and effort to learn it, their
students are not going to have those necessary technology skills later in life which will hamper
their long-term life success. These factors detract from the many benefits that technology has on
a student and need to be overcome so that students can thrive in the ever-developing world of
technology.
I love having a clearly defined purpose for integrating technology into classrooms.
Harrell and Bynum (2018) provide this purpose by stating that “technology is an essential life
skill in the workforce” (13). Students who have proper training and understanding of technology
have a much better chance of standing out to employers to obtaining a stable job and prosper in
their careers. When teachers can identify the importance of teaching technology to their students,
it focuses their purpose and pushes them to step out of their comfort zone to provide students
whatever they may need to succeed. Technology integration requires a lot of teachers. It takes
preparation, classroom management practices, and demands attention that is not normally spent
in those areas. As a future teachers, I can’t be afraid of the extra work it will take to intergrade
technology. I need to focus on the end goal of helping students succeed, and do what it takes on
my part to best help them. Technology allows for unique interactions with the environment,
builds on existing knowledge and provides real world applications of that new knowledge. It also
provides access to numerous media outside of the normal school setting. In order for technology
to be advantageous to students, “learning must be supported by a strong foundation in
technology” (Harrell & Bynum, 2018, p. 13).
This article brought up some serious challenges which make me worry. I have a desire to
integrate technology into my teaching, but with some of those external factors, including not
having access to the technology (laptops, wifi, programs etc.), I couldn’t feasibly use it
effectively. I wish to work in rural areas such as less developed countries. My students won’t
always be fortunate enough to have access to technology. I once saw an article about a teacher in
Africa who was trying to teach students about using Microsoft Word without having a computer.
He drew out on the chalk board what the program would look like and taught his students the
basics of using this program (Mezzofiore, 2018). Several years later, one of the students was able
to go to a University in America. He was interviewed about his educational journey in Africa and
discussed the impact that teacher had had on him by not letting technology, or lack thereof, stop
the teacher from introducing those necessary skills. I hope to be like this teacher someday and
not let external or internal factors block my students from this crucial knowledge.
References
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the
classroom. Alabama Journal of Educational Leadership, 5, 12-18.
Mezzofiore, G. (2018, March 1). Ghanaian teacher draws Microsoft Word on a
blackboard. Retrieved May 19, 2020, from [Link]
teacher-blackboard-intl/[Link]
