Week 6: Digital Technologies in the Classroom

One of the greatest difficulties I anticipate when integrating digital technologies into my classroom is managing the balance between effective pedagogical use of technology and practical classroom constraints. Eady & Lockyer (2013) identify teacher knowledge, skills and access to resources as significant barriers to technology integration. While I have developed some awareness of available digital tools through my university studies and observing experienced teachers, the vast range of education technologies can feel overwhelming, particularly as a first-year Permission to Teach teacher. Deciding which tools best support learning outcomes, rather than simply adding complexity, remains an ongoing challenge.

Time constraints also present a significant difficulty. With lessons limited to 60 minutes, I must be strategic in lesson design to ensure technology use is purposeful and cohesive. Frequent transitions between non-digital and digital activities, such as opening and closing laptops, can disrupt lesson flow and reduce instructional time. This aligns with Ibieta et al. (2017), who note that contextual classroom factors strongly influence how and when teachers use ICT effectively.

Student behaviour and engagement further complicate technology integration. Students may become off task when using laptops, engaging in non-learning activities such as games or videos. Additionally, issues, such as uncharged devices, limited participation and resistance to new technologies sometimes influences by personal, cultural or religious factors can impact learning. In practical Food Technology lessons, the school’s no-phone policy also makes documenting student work more time-consuming, as shared digital cameras must be managed carefully.

Despite these challenges, recognising these barriers enables me to plan more intentionally and develop strategies to support meaningful, well-managed technology integration as my teaching practice evolves.

References:

Eady, M. J. & Lockyer, L. 2013, 'Tools for learning: technology and teaching strategies', Learning to Teach in the Primary School, Queensland University of Technology, Australia. pp. 71.

Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.