Barriers in the Effective Use of Educational Technology by Teachers

Abstract

The research paper investigates the obstacles which stop teachers from using educational technology in their classroom teaching. The implementation of technology shows inconsistent results because schools have made significant investments in infrastructure and they acknowledge the teaching advantages of technology. The study identifies barriers through a systematic literature review which analyzes external resource limitations inadequate infrastructure insufficient support and time constraints together with internal technological anxiety and insufficient pedagogical knowledge and resistance to change and limited self-efficacy. The research uses Ertmer's framework which separates first-order barriers from second-order barriers to study how extrinsic barriers and intrinsic belief systems block technology integration. The study found that first-order barriers have decreased but second-order barriers which stem from teacher beliefs and pedagogical knowledge and institutional culture remain the main barriers. The study identifies professional development which focuses on pedagogical integration needs institutional support academic communities and sufficient planning time and organizational cultural change toward innovation as essential elements for overcoming barriers. The recommendations target three groups which include policymakers’ administrators and professional development designers.

Keywords: Educational Technology, Barriers Effective, Pedagogical Knowledge, Teacher self-efficiency