Overcoming Resistance to Technology

Overcoming Resistance to Technology

(Overcoming Resistance to Technology)

Part A.

1. Cite three points or key issues from this week’s textbook readings that interest or surprise you the most. Why do these interest or surprise you? What could you research further on these topics to help you and other researchers better understand the instructional design strategies or technologies that are most effective in helping people learn?

2. List three potential research questions related to these three points or issues that you could potentially investigate in your own original research study on IDT issues.

Why are some teachers resistant to using technology in the classroom?

–What are teachers negative and positive beliefs about technology in the classroom?

–What are approaches to helping faculty and administration integrate technology in the classroom? How can school teachers in SA remote areas be persuaded to accept the idea of using technology with their students?

keyword: faculty resistance to change, teacher beliefs about technology, negative attitudes on technology, models for educational technology integration (TPAK, diffusion of innovation theory)

Part B.

In your response to your peers, discuss whether you feel their research questions would be considered “original research” and provide some feedback on their questions to help them formulate even stronger questions that would interest you as a reader and fellow researcher. Then, find at least one scholarly article on a similar topic by doing a quick check in the library databases and on Google Scholar and share the link or citation with your peer.

(Overcoming Resistance to Technology)

Part A

1. Three Key Issues from This Week’s Readings

  1. Faculty Resistance to Change in Instructional Design and Technology (IDT):
    This issue stands out because resistance to technology adoption by educators can severely hinder the integration of effective instructional strategies. It is surprising how many educators hold strong resistance despite evidence of technology’s benefits. I could further research factors contributing to this resistance, such as lack of training, generational gaps, and institutional support, to identify solutions that better address these barriers.
  2. Teachers’ Beliefs About Technology in the Classroom:
    Teachers’ perceptions—both positive and negative—toward technology play a critical role in whether they adopt digital tools. What surprises me is how deeply rooted these beliefs can be, often stemming from limited experiences or fear of disruption. Further research could explore methods to shift teachers’ mindsets through professional development, exposure, and showcasing success stories of technology integration.
  3. Models for Educational Technology Integration (TPACK, Diffusion of Innovation Theory):
    These frameworks are particularly interesting because they provide theoretical strategies for integrating technology into learning environments. I am intrigued by the practical applications of these models in resource-limited areas. A deeper investigation could focus on customizing these frameworks to address challenges in rural or underserved schools.

2. Three Potential Research Questions

  1. What are the key factors contributing to teachers’ resistance to technology adoption in remote or rural schools?
  2. How do teachers’ personal beliefs and experiences shape their acceptance or rejection of technology in the classroom?
  3. What are the most effective strategies, grounded in models like TPACK and the Diffusion of Innovation Theory, to persuade teachers in rural areas to adopt instructional technology?

Part B

In responding to a peer’s research questions, feedback might look like this:

“Your research questions are interesting and relevant, especially considering the importance of instructional design strategies in modern classrooms. However, to ensure these questions align with ‘original research,’ you may want to refine them to focus on a specific context, such as teachers in rural schools or those teaching a particular subject area. This specificity can make your research more targeted and impactful.”

Scholarly Article Suggestion:
One article that may provide valuable insight is:
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). “Teacher beliefs and technology integration practices: A critical relationship.” Computers & Education, 59(2), 423–435.

 
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