Integrated educational technology is transformative for traditional teaching and learning cultures, necessitating administrative and pedagogical changes. Effective technology integration requires strategic planning and the involvement of school leaders and teachers as change agents. Research indicates that a school's information and communication technology (ICT) vision is crucial for effective, appropriate, and sustainable ICT integration (Afshari, Bakar, Luan, Samah, & Fooi, 2009).

A. Issues in Technology Integration

Hardware/Software
1. One of the primary barriers to technology integration in schools is the lack of sufficient and high-quality hardware and software.
2. The inability to access ICT resources is often due to poor organisation, inappropriate software, and outdated hardware.
3. Schools also face challenges such as slow computers, poor internet connectivity, buffering systems, and expired software, which hinder technology integration into the curriculum (BECTA, 2004).
Financial Support
1. Acquiring and maintaining up-to-date hardware such as smart boards, LCD televisions, notebooks, and computer workstations requires a significant financial investment.
2. Additionally, schools need funds for software licenses, as using pirated software is illegal and can result in fines.
Professional Development
1. Another major issue is the lack of professional development and training opportunities for teachers.
2. Effective technology integration necessitates that teachers be well-trained and confident in using technological tools in their classrooms.
3. Some teachers are overly dependent on ICT technicians, which can impede the integration process if technical support is unavailable (Sicilia, 2005).
Construction and Preparation Time
1. Preparing lessons that incorporate technology requires substantial time for setup, system testing, and ensuring functionality during the lesson.
2. Technical issues, such as lack of internet connectivity, can disrupt lessons and waste valuable teaching time.
3. Teachers often report a lack of time to plan technology-based lessons and explore various educational software and internet sites (Sicilia, 2005).
Limited Familiarity
1. Students' familiarity with ICT varies, with some lacking access to technology at home.
2. This disparity in access results in skill gaps that must be addressed within the classroom.
3. Teachers may need to pair less familiar students with more experienced peers to facilitate learning.
Time in Curriculum
1. Integrating technology into the curriculum is challenging due to time constraints.
2. Teachers often struggle to complete the curriculum while incorporating technology-based lessons, especially when resources like computer labs are limited and fully booked.
Internet Safety
1. Students must be educated on internet safety to protect them from cyberbullying, scams, threats, and identity theft.
2. Schools should implement secure filtering systems to ensure safe internet usage.
3. Teachers can access National Cyber Security Agency resources to enhance their understanding of cybersecurity.
  1. Download the Malaysia Cyber Security Strategy 2020-2024
Data Protection
1. The protection of personal data for students and teachers is crucial.
2. Schools must ensure that data is secure and not accessible to unauthorised parties.
3. The Malaysian Personal Data Protection Act 2010 safeguards the privacy and rights of individuals' data.
Copyright
1. The ease of accessing and sharing digital resources, such as music, videos, images, and documents, necessitates education on copyright laws.
2. Teachers and students must understand the importance of obtaining permission to use copyrighted materials to avoid legal issues.
3. Intellectual Property Corporation of Malaysia (MyIPO) is responsible to manage the intellectual property system in Malaysia.

B. Challenges in Technology Integration

The challenges have been categorised into three distinct groups:
1. Solvable challenges
  1. We understand and can address this.
  2. Example: Improve digital literacy and integrate formal and informal learning.
2. Difficult challenges
  1. Difficult challenges are understood but hard to resolve.
  2. Example: Address the achievement gap and advance digital equity.
3. Wicked challenges
  1. They are complex and hard to define.
  2. Example: Manage knowledge obsolescence and rethinking the role of educators.
The challenges that have been identified are:
1. Improving digital literacy
2. Integrating formal and informal learning
3. Filling the achievement gap
4. Advancing digital equity
5. Managing knowledge obsolescence
6. Rethinking the role of educators

a. Improving Digital Literacy

Digital literacy encompasses gaining technological skills, understanding digital environments, and developing digital citizenship.
Various initiatives aim to enhance digital literacy, such as:
1. Western Sydney University's tutorials and reflection activities for developing higher-order thinking skills.
2. Washington State University's collaborative wiki project with the American Association of State Colleges and Universities to create assignments that improve digital literacy.
3. The Singapore Government's SkillsFuture initiative offers many IT topics and modules.
4. The University of Edinburgh's 23 Things for Digital Knowledge program includes digital security, Twitter, and virtual reality.

b. Integrating Formal and Informal Learning

Digital platforms can integrate formal and informal learning by providing access to a wide range of resources and learning opportunities.
Key factors include:
1. Supporting the assessment and certification of knowledge and skills
2. Using applications and infrastructure to grade and reward students
3. Forming creative partnerships between universities, online learning providers, and industry leaders

c. Achievement Gap

Achievement gaps based on race, gender, and socio-economic status persist in education.
Initiatives like the Malaysia Education Blueprint aim to reduce these gaps by providing equitable access to education for all students.
The National Centre for Education Statistics (NCES) explores achievement gaps in the U.S., providing data to help policymakers and practitioners improve education outcomes, as seen below.

d. Advancing Digital Equity

Digital equity ensures all learners access up-to-date technology and meaningful online content.
However, significant disparities exist in access to hardware, quality content, and connectivity.
Examples include:
1. India has become the world's second-largest internet market, yet still faces significant offline populations.
2. Success stories like those of Battushig Myanganbavar and Ahaan Rungta, who accessed free online courses and achieved remarkable academic success, highlight the importance of internet access and resources (UNESCO, 2016).

e. Managing Knowledge Obsolescence

Educational institutions must continuously update their technologies and teaching methods to remain relevant and effective.
This involves preparing for technology transitions and providing ongoing professional development to address knowledge gaps among teachers.

f. Rethinking the Role of Educators

The role of educators is evolving with new technologies and pedagogical approaches.
Key shift include:
1. From lecturer to facilitator
  1. Teachers are becoming facilitators who guide students rather than solely delivering content.
2. From fixed grouping to dynamic grouping
  1. Grouping students based on proficiency levels allows for more effective and dynamic learning experiences.
3. From explainer to interviewer
  1. Teachers can better understand their students through one-on-one interactions, shifting from lecturing to interviewing.
4. From focusing on content to focusing on skills and mindsets
  1. Blended learning and student-centred activities help students acquire essential skills and mindsets beyond mere content knowledge.

C. Professional Development

Professional development (PD) in education encompasses specialised training, formal education, and advanced professional learning to enhance teachers', administrators', and other educators' knowledge, competence, skills, and effectiveness. PD programs vary in topics and formats and are often funded by district, school, or state budgets. They range from one-day to multi-day courses, seminars, or conferences, conducted online or in person, during school hours or otherwise, through individual or group sessions.

a. Types

PD for teachers includes:
1. Specialised education and knowledge
  1. Learning new curriculum standards, teaching new subjects, and enhancing subject-specific skills
2. Specialised teaching techniques
  1. Training in methods like differentiation, personalisation, and flipped classrooms, applicable across subjects.
3. Certification programs
  1. Mandatory certifications such as iThink for higher-order thinking skills or BOS for strategic management
4. Analytical skills
  1. Training to analyse student performance data and adjust teaching techniques accordingly
5. Technological skills
  1. Acquiring skills for using interactive whiteboards and virtual learning environments
6. Classroom management
  1. Improving techniques for managing classrooms and facilitating collaborative activities
7. Professional Learning Communities (PLC)
  1. Collaborating with colleagues to develop 21st-century teaching skills, such as lesson planning and collaborative learning
The goal is to engage students in learning activities, with integrated technology playing a key role in increasing student engagement.
Schools should support teachers with PD programs that demonstrate the integration of digital tools into lessons.

b. Rationales

Teachers' professional learning journey
1. PD is an ongoing process that helps educators acquire the necessary knowledge and skills to meet standards and improve student outcomes (Killion, 2012).
2. It links directly to teachers' abilities and contributions to schools and students.
PD opportunities allow teachers to:
1. Expand skills and develop new teaching strategies.
2. Deepen subject content understanding.
3. Upskill with changing technology and updated knowledge.
4. Refresh knowledge to influence student learning positively.
Preparing for students' needs
1. Teachers must adapt to students' diverse needs and technological proficiencies.
  1. For example, a seasoned social science teacher, Mr. Shultz, leveraged PD to remodel his curriculum and incorporate social networking tools to meet the needs of his IT-savvy students (Killion, 2012).
Upgrading knowledge for 21st-century teaching
1. 21st-century education requires skills in communication, collaboration, creativity, and critical thinking (4Cs).
2. Teachers must master these skills before imparting them to students through activity-based learning.
3. Policymakers and expert educators provide assessment tools and examples to support nationwide PD courses.

c. Checklist

A checklist helps assess the effectiveness of PD efforts in schools.
It includes statements on continuous improvement, leadership support, alignment with strategic plans, needs assessment, classroom management, follow-up for improvement, adoption of 21st-century skills, data interpretation, specialised training in educational technology, and participant evaluation for PD sessions.

d. Guidebooks and Resources

Guidebooks
1. PD also involves utilising guidebooks and online resources to stay updated on emerging technologies and Web 2.0 tools.
2. Several guides for teachers include:
  1. Blogs in Teaching: Guides on building and using blogs in education.
  2. Facebook for Education: PDF guides on using Facebook for educational purposes.
  3. Wikis in Education: Guides on free educational wikis and their use.
  4. Skype in Education: Stories and tips on using Skype in teaching.
  5. iPads in Education: Videos on educational uses of iPads.
  6. Personal Learning Networks: Tutorials on setting up and using personal learning networks.
  7. Pinterest in Education: Educational Pinterest sites and how to use them.
  8. Graphic Organisers: Free graphic organizers for classroom use.
  9. Social Networking: Comprehensive guides on social networking in education.
  10. Digital Citizenship: Lessons on online safety and respectful online behaviour.
  11. Flipped Classroom: Best practices and resources for flipped classrooms.
  12. Digital Games in Schools: Handbook for using games in classrooms.
  13. Google Forms: Instructions for using Google Forms in classrooms.
  14. Blended Learning: Planning and implementing blended learning.
  15. 21st Century Learning: Implementation guides for standards, assessments, PD, curriculum, and learning environments.
Additional Resources
1. Books and internet resources cover emerging technologies, open educational resources (OERs), Web 2.0 tools, online courses, teaching tools, learning environment design, and implementing and evaluating learning.
2. These resources are crucial for teachers to stay current and effective in their professional roles.

To Sum Up...

Challenges in education can be categorised into solvable, difficult, and wicked challenges. Solvable challenges, which we understand and can address, include improving digital literacy and integrating formal and informal learning. Difficult challenges, which are understood but hard to resolve, involve bridging the achievement gap and advancing digital equity. Wicked challenges, which are complex and hard to define, involve managing knowledge obsolescence and rethinking the role of educators.

PD in education aims to enhance educators' knowledge, skills, and effectiveness through specialised training, formal education, and advanced learning. Types of PD for teachers include pursuing further education, specialised teaching techniques, certifications, technological skills, classroom management, and collaboration within professional learning communities. The rationales for PD encompass supporting teachers' professional learning journeys, preparing them to meet students' needs, and upgrading their knowledge for 21st-century teaching and learning skills.

References

Afshari, M., Bakar, A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information. International Journal of Instruction, 2(1), 77–104.
British Educational Communication and Technology Agency (BECTA). (2004). A review of the research literature on barriers to the uptake of ICT by teachers. http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf
Broadband Commission for Sustainable Development. (2016). The state of broadband: Broadband catalyzing sustainable development. Geneva, Switzerland: UNESCO.
Hansen, J., & Reich, J. (2015). What achieving digital equity using online courses could look like. KQED. https://ww2.kqed.org/mindshift/2015/12/14/what-achieving-digital-equity-using-online-courses-could-look-like/
Hashim, Y. (2007). Value literacy as conduit for managing change in higher education institutions. In S. Hussin et al. (Eds.), The whirlwind in educational management and policy. Kuala Lumpur, Malaysia: UM Publication.
Killion, J. (2012). Meet the promise of content standards: Professional learning required. https://bit.ly/2Pr8TDR
Sicilia, C. (2005). The challenges and benefits to teachers' practices in constructivist learning environment supported by technology (Master's thesis, McGill University, Montreal, Canada). https://escholarship.mcgill.ca/downloads/9w0323497
Solomon, G., Allen, N., & Resta, P. (2003). Toward digital equity: Bridging the divide in education. Boston, MA: Allyn and Bacon.
The Executive Office of the President. (2014). Increasing college opportunity for low-income students: Promising models and a call to action. https://obamawhitehouse.archives.gov/sites/default/files/docs/increasing_college_opportunity_for_low-income_students_report.pdf

Let's Recall...

What are the primary barriers to technology integration related to hardware and software in schools?
Why is professional development important for effective technology integration in schools?
How can schools address the challenge of limited familiarity with ICT among students?

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Issues and Challenges in Professional Development for Technology Integration