Whilst there is such positive gains to be made from the future developments of new technologies in schools and student learning – there are also some negative aspects that must be addressed when considering your approach to the concept of ICT. “Due to ICT’s importance in society and possibly in the future of education, identifying the possible obstacles to the integration of these technologies in schools would be an important step in improving the quality of teaching and learning.” (Bingimlas 2009, p. 235)
There are new technologies that are developed all the time – often on a daily, weekly and monthly basis. As teachers we must understand that “the technology we are integrating into our classrooms is unlikely to be the technology we will be using in five years time.” (Kent 2009, p. 93) Whilst this can be extremely frustrating to keep up with – we have a responsibility to the profession to do so, despite this change suggesting that teachers are unable to create a comfortable routine in their use of new technologies in the classroom.
Bingimlas (2009) also suggests in their article, ‘Barriers to the successful integration of ICT in Teaching and Learning environments: A review of the literature’, that the lack of accessibility, lack of confidence, lack of teacher competence, resistance to change and negative attitudes all impact the use of ICT currently within schools. Whilst I do believe that the newer generations of teachers will be more enabled and confident in using new technologies in their classroom, negative attitudes and resistance to change will be a common barrier throughout the decade in the development of new technologies for the classroom.
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