Classroom Technology: Overcoming the hindrances in new teachers’ classrooms

ID: 51963 Type: Poster/Demo
  1. Austin Kureethara Manuel and Timothy Hinchman, Midwestern State University, United States

Wednesday, March 28 5:45 PM-7:00 PM

Presider:
Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia, Saudi Arabia

The generation of millennial students ready to teach is well acclaimed to be born into technology. Consequently, they should find using technology as a tool in their classrooms very normal (Baker, Lusk, & Neuhauser, 2012; Borko, Whitcomb, & Liston, 2009; Ruggiero & Mong, 2015).Many studies that suggested the worth of technology in classrooms also listed the limitations of technology to promote educational achievements (Ertmer, 1999; Ruggiero & Mong, 2015; Thomas, O’Bannon, & Bolton, 2013). The analyses of the data collected from 25 new teachers on their perspectives on the challenges and benefits of implementing classroom technology confirms that it has become inevitable for educators to identify the best practices to implement technology-based educational strategies, maximizing the potential and minimizing the distractions caused by the emerging tools of technology. In this study, a survey of the new teachers unveils the hindrances the new teachers have to overcome when they integrate technology into their daily classroom activities. The researchers genuinely wish that the findings of this paper will benefit the teacher education community, as a whole, to formulate strategies to implement effective technology integration to modern classrooms.

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