Research has shown that, while most classroom teachers understand regular classroom computers usage, many educators lack the skills to empower students with the working knowledge of existing technology (Johnson, 2009; Moore, 2009). Teachers' lack of confidence in instructing with technology may often experience hesitation (Peters, 2007; Teo, 2009). If teachers are uncomfortable with technology, they will naturally hesitate to use the available technology unless the situation or educators’ attitudes about technology changes (Hennessy, Harrison & Wamakote, 2010).
Barriers and Technophobia
Teachers’ attitudes, awareness, lack of autonomy, lack of skills to assess what technology offers, and technophobia appears to be the primary barriers that hinder teachers from integrating technology into their instructional practices (Hennessy, Harrison & Wamakote, 2010; Ursavas & Karal,...
... middle of paper ...
... could be completed through traditional methods (Young, 2007; Wagner & Dobbin, 2009).
Teachers within XYZ will actively engage in experiencing technology two-fold: first, teachers will incorporate wireless laptops by employing such methods in their classrooms. Next, any other fears or technophobia can be alleviated through active communication with others using the created framework, providing an upwards spiral of teaching and learning between professionals (Bain & Moje, 2010). To determine whether an online support network is a warranted initiative based on the study's results, stakeholder will need to consider creating a community where professionals and educators meet to combine their knowledge of education using state standards (Collins & Halverson, 2009; Snider, 2009; Vrasidas, 2010) aligned to the available technology resources.
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