The “Third”-Order Barrier for Technology-Integration Instruction: Implications for Teacher Education

by Chin-Chung Tai and Ching Sing Chai

This article explores the barriers associated in schools when implementing technology into the classroom.  Although rather short, authors Chin-Chung Tai and Ching Sing Chai from the National Taiwan University of Science and Technology, highlight the theory that even if teachers have the facilities to teach and pedagogical beliefs that support such implementation, it does not mean their instruction will be successful, even with basic technology skills. 

The first barrier that is described as being an obstacle in technology incorporation is more extrinsic.  This includes “lack of adequate access, time, training, and institutional support”.  The second barrier, more intrinsic to teachers, involves their personal educational philosophy and whether or not they believe technology to believe an effective device in their methods for learning.  Despite the fact that studies have been conducted to measure the outcome for such beliefs from teachers and results in the classroom, examiners found it difficult to fully uncover teacher beliefs, as they are often so deeply rooted.  With this, however, it is important to note the competence level in which teachers possess with technology tools, can contribute to some of the disdain or optimism within their convictions.

Finally, a third and final barrier was proposed in this article, which involves the design skills required for being a successful integrator of technology within the classroom.  Not only would this mean that a teacher should be well-equipped in the actual physical use of the technology and have at least frequent access to it, but the way in which they use it is also crucial.  Although no suggestions were given in how to develop such skills for designing technology usage, though with training and practice, one would only assume improvement and success—so long as that training is available to them as well.

Thus, Tsai and Chai conclude that “technology integration in education is not simply as a state of “technology”, rather, it becomes a state of ‘art’. In addition, the cultivation of design thinking should be an ongoing effort, regardless of whether or not one is in a technology rich or poor environment. Barriers will always exist in one form or another and design capacity is usually sharpened in a constrained environment. Building teachers’/educators’ design capacity is therefore arguably the most crucial task for further integration of technology in education”.