Barriers to the effective use of technology in education

There are many factors that can create barriers within learning. 'Negative perceptions from teachers reveal barriers which limit the use of ICT. These generally include the lack of facilities, knowledge, time, support, materials and training' (William et al, 2000). A lack of funding for facilities and insufficient number of computer is a main concern. With this lack of facilities comes a lack of access, that can prevent teachers and students from growing their knowledge of ICT. Time can also be an issue, and many teachers feel they have little of this to spare for mastering new software or integrating ICT into their lesson plans, or have had minimal guidance. On the other hand, some teacher can become too reliant on using technology, resulting in uninspiring lesson content.

Whelan (2008) also identified more barriers from the student perspective, including: 'subpar technical skills that reduce access to ICT in classrooms; an insufficient number of academic advisors and lack of timely feedback from instructors; and reduced interaction with peers and instructors' (Shan Fu, 2013, p.115).

In my own experience whilst teaching I have noticed that a majority of the students have engaged with technology and feel confident with using a variety of different programs and devices. There is a small percentage of students who have limited prior knowledge of using computers, and though they require additional support, they are always appreciate of learning new skills and applications.

Shan Fu, J. (2013) 'ICT in Education: A critical Literature Review and Its Implications', International Journal of Education and Development using Information and Communication Technology, 9(1), pp. 112-125.

Silviyanti, T. (2014) 'EFL Teachers' perceptions on using ICT in their teaching: to use or to reject?', Teaching English with Technology, 15(4), pp. 29-43.