barriers

//Barriers to Effective Integration //  Potential uses of podcasting and screencasting in student-centered, content driven classes are limitless; however, effective instructional technology integration is limited because the development of sound principles and technological constructs remain in the formative years in research. It follows that, effective technology integration has not trickled down to public schools. In fact, Harris, Mishra, and Koehler refer to the integration of instructional technology as ‘pedagogically unsophisticated: limited in breath, variety, and depth” (2007, p 1). In this regard, t erminology in the field of instructional technology continues to evolve. Borrowing heavily from the work of Shulman (1986, 1987), Mishra and Koehler (2006), Guerrero (2005), and Brantley-Dias et al (2007) have developed initial, research-based constructs that are useful when considering the integration of new technology applications like podcasting and screencasting:


 * 1. Pedagogy**: the art, science, or profession of teaching; //especially teaching (Merriam-Webster Dictionary Online)//
 * 2. Knowledge** (Content Knowledge): the fact or condition of having information or of being learned (//Merriam-Webster Dictionary Online)//
 * 3. General Pedagogical Knowledge**: deep knowledge about the processes and practices or methods of teaching and learning…. involved in all issues of students learning, classroom management, lesson plan development and implementation, and students evaluation (Mishra & Koehler, 2005, p1026)
 * 4. Pedagogical Content Knowledge**: ability to transmit content knowledge in a meaningful way (pedagogy) to a receiver (student) whereby that knowledge is effectively assimilated
 * 5. Technology Knowledge**: the skills required to operate and use operating systems and computer hardware including standard sets of software tools such as word processors, spreadsheets, browsers, e-mail, digital technologies, and how to set up and remove peripheral devices. (Mishra & Koehler, 2005, p1027)
 * 6. Pedagogical Content Knowledge + Technology Integration**: a technical procedural knowledge: knowing about and being able to operate the technology (Brantley-Dias et al, 2007 p143).

In these formative years, educational pioneers are blazing a trail for others to follow. As new technology emerges, teachers who have developed deep pedagogical content knowledge along with technology knowledge will be able to find ways to effectively utilize these new technologies. Aside from the knowledge teachers need to effectively integrate new technologies, barriers often exist at the school district level which inhibit the adoption of new technologies. District information technology (IT) policies are often very restrictive; teachers and students do not have open access to the technologies they use at home while at school. Additional barriers cited by teachers often include lack of adequate planning time to incorporate new technologies, the typical secondary school teacher's schedule is a flurry of daily programmed activity, leaving little time to explore or incorporate emerging technologies. Using technology to support students was often abandoned because of lack of technical support and expertise, inefficiency of fit into the instructional day, anxiety regarding technical glitches, and/or insufficient numbers of computers to support instruction. 