Executive Summary
Teachers are required to use innovative technology in their lessons to increase student engagement and familiarise them with various technical devices and applications. While the policy was created as a response to the increased use of technology in people’s everyday lives, the aspect lacks empirical research and evaluation. Additionally, a distinct problem emerges in regard to teacher’s readiness to apply this policy in practice.
This aspect creates a misunderstanding between school personnel and policymakers, including district administration and the principal. Thus, the specific issue that requires a change within this policy is the provision of onsite training and support for educators that would allow them to learn various ways in which they can use technology in their work and enhance confidence.
It is because in the observed educational establishment most staff members do not feel confident in integrating these approaches. The root of the issue is the lack of instructions, guidelines, and courses that can help educators understand. To change the existing conditions teachers should have access to educational materials such as presentations and training manuals. Additionally, onsite support facilitated by a technology expert can help resolve issues and provide additional help to educators. Training sessions and online webinars can present the required skills to teachers and help them prepare lesson plans with innovative technology integration.
An extensive analysis of the research and initiatives that were conducted in various educational settings and help formulate a change initiative for this policy is required to improve the strategy in question. Several factors have to be considered, such as that teachers need additional time to prepare for lessons that use innovative technology. Additionally, those educators that were engaged in specific programs, such as training sessions and seminars, tailored to improve understanding of technology may have more confidence using technology. Thus, schools have to ensure that that can provide support to teachers. Help form administration is required throughout the process of educating personnel and preparing instructions for them.
The goal of the policy change is to ensure that schools can adequately apply innovative technology, including devices and applications to engage students in the learning process and provide them with skills necessary to use this technology in the future. Teachers should be confident in their ability to accurately present the emerging technology and have enough practical knowledge to incorporate it into the lessons. This will be facilitated through a training program in the form of online education or seminars and by establishing on-site support for addressing immediate issues.
Introduction
Educational policies are the primary guidelines that teachers use in their daily practices. These policies are crucial because they identify the means by which children or adults receive knowledge. However, in some cases, the procedures are complicated or are not easy to carry out. Teachers may experience difficulties and additional pressure from a school’s administration, while not receiving the required support. Therefore, the identified policy issue is the requirement for applying emerging technology without proper policies for personnel training. This paper aims to examine the problem of emerging technology usage in education.
Identifying Policy Issue
Policy analysis is a useful tool one may apply to research a particular strategy and determine its effectiveness. According to Alexander (2013), the process “begins with a recognition that a fundamental condition needs to be changed” (p. 43). It is evident that educational institutions in their practice should apply innovation in technology. With various changes and evolution that is happening in the technology industry, it can be argued that the ways in which people perceive information will remain the same; however, the tools used for gaining new knowledge will change (Quora, 2018).
Therefore, the establishment has to recognize such need, which is reflected in the requirement for applying emerging technology solutions in classrooms. According to Rotolo, Hicks, and Martin (2015), innovational or emerging technology can be defined as something radically novel, with a great impact on society, and is connected to uncertainty. Any new device that is currently being developed by engineers can be considered part of the “emerging technology” category. For the most part, the devices that are used in schools are created to enhance the communication and learning process, for instance, Ipads, smartphones, laptops, and others.
Improving it and changing the existing practices of education is needed to ensure that teachers can be up to date with the current trends. Alexander (2013) states that for a policy to be an issue there needs to be a condition that requires changing. In the case of emerging technology usage, such component is staff training provided by a school’s administration or district authorities. Lack of such preparation results in the inability to adequately apply various instruments. Additionally, according to Alexander (2013), this aspect should be supported by empirical data. In this case, information was obtained by observing personnel of a school and assessing their response to the policy.
Specific evidence that substantiates the importance of changing the existing policies were gathered by observing teachers’ behavior in a particular school. From the conversations with the staff members and an assessment of their opinion, it became evident that they are not prepared to implement emerging technology in their daily practice. While they understand and support the initiative, lack of proper training and instructions implies that most teachers are unprepared and do not feel confident with emerging technology.
This is true not only for the educational establishment in question, as Sentence and Csizmadia (2017) state that the inclusion of computers implies a change in a teacher’s practice due to a need for altering both subject knowledge and pedagogical methods. It should be noted that this presents both intrinsic and extrinsic challenges to educators because the policy requires adequate resources, instructions for practical implementation, and professional knowledge (Sentence & Csizmadia, 2017). Therefore, to successfully incorporate emerging technology in any school, both district and school administration has to address the mentioned challenges and provide teachers with educational programs designed to improve their knowledge of technology.
Policy problems should have three essential characteristics – they have been shown to be negative, must be resolvable by the utilization of public resources, and should be solved using such resources.
The issue in question has adverse effects on teachers and their ability to work efficiently. According to Kunnen (2015), “providing dedicated space to engage faculty and students with emerging educational technologies while encouraging their exploration of the possibilities brings about new opportunities in teaching and learning” (para. 1). Thus, without proper training on the application and usage of innovative approaches, the purpose of the policy is not fulfilled. Additionally, teachers experience pressure from both school principals and district authorities because they are unable to incorporate this policy requirement into their lessons.
This issue may and should be resolved by public resources. Schools and authorities can cooperate to create an educational program tailored to teachers wishing to understand emerging technology. According to the National Conference of State Legislatures, different states can develop and implement specific programs or standards, as long as those do not require federal funding (“NCSL policy directives and resolutions,” n.d.).
Thus, it is solvable and should be solved using public resources, because it is a legislative requirement. Additionally, According to Alexander (2013), aspects of the policy are considered an issue when there is a disagreement. There is a misunderstanding between the school principals, district personnel, and teachers, which was observed within a specific school. Sentence and Csizmadia (2017) state that support from principals is crucial with such educational policies; thus it is vital to change the vision of administration in regards to innovative technology policy.
Overall, due to the mentioned aspects, emerging technology usage in classrooms and lack of teacher education is a policy issue. The current educational strategy has adverse effects on teachers. It can be resolved by using public resources and applying them to create a program that would guide school staff through the application of innovative technology in their lessons. Furthermore, the law requires such initiatives to be publicly funded by the state in which the changes occur.
Form the above-mentioned it could be concluded that while using emerging technology in school should provide students with an understanding of various ways in which these advancements can be used for gaining new knowledge, pressuring teachers to use things unfamiliar to them cannot guarantee adequate results. The future policy should focus on empowering teachers to ensure that they understand the importance of lifelong learning and helping them get familiar with various technological advancements and possible ways of application in class. Ultimately, the strategy aims to ensure that all teachers feel confident in integrating smartphones, tablets, computers, and other devices in their lesson plans.
Context Analysis
The condition, which requires change, is the necessity to utilize innovative technology in a teacher’s practice. Both school principals and district authorities established the identified policy. The specifics of it imply that teachers have to use emerging technology in their lessons; however, no ongoing personnel training that would guide them is introduced. A large number of teachers at the chosen school express their fear by stating that they do not understand how to apply new approaches while they are pressured to do so by the principal and district authorities.
Teachers struggle with the need to use the method in practice, which impairs their ability to perform their jobs correctly. This paper aims to analyze the context of the requirement by examining the empirical data and identifying whether the absence of training and adequate support affects the implementation of emergent technologies by teachers.
The primary point of the problem is that teachers do not know how to use technological advancements. The staff members feel uncomfortable and cannot carry out the administration’s requirements properly. The evidence was collected through observation and discussion of the aspect with its stakeholders. In addition, research papers from peer-reviewed journals, which focus on investigating the application of technology in educational facilities, were examined and presented in the paper.
The stress experienced by a large number of teachers is indicative of the severity of the issue. Petko, Prasse, and Cantieni (2018) state that in cases where teachers are not ready to introduce emerging technology in their classes, the learning outcomes are worse when compared to those where teachers receive training and support from their school. One factor that led to the emerged issue is a need to have additional training for staff members.
Thus, a substantial number of teachers do not feel comfortable using emerging technology in classrooms. Lim, Zhao, Tondeur, Chai, and Tsai (2013) point out a different aspect of the problem by stating that establishments that do not implement educational programs for personnel have presented lower efficiency of program implementation. It is because the technology that was purchased is not used appropriately, which affects learning outcomes.
Several societal consequences will be in place in case the condition would remain unchanged. While the implementation of the policy is crucial to keep up with the technological advancements, a lack of appraisal for the new approaches can have adverse outcomes (Kirkwood & Price, 2013). Without such practice in place, educational facilities and their staff members will be pressured to use approaches that are not researched adequately.
Both teachers and their students are affected by the problem. The number of people depends on the skills that a teacher possessed initially, before the policy implementation, as some may have had the required knowledge. The impact on the teachers is presented in their inability to adhere to the policy and fulfill the school’s requirements. Apart from pressure, shown by lack of knowledge in regards to application, Kay and Laurciella (2018) state that lessons in which emergent technology is applied require more time for preparation.
As for the students, they are affected because they are deprived of the opportunity to gain knowledge through new approaches. Kay and Laurciella (2018) state that emergent technology can be beneficial for learning because it increases engagement. Lack of proper implementation may present an opposite effect on the students.
From the perspective of a broader society, the problem affects society morally. It is because teachers are pressured to apply techniques that are unfamiliar to them. The impact is significant because the policy did not introduce a proper infrastructure and lack of adequate implementation affects both teachers and students (Kay & Laurciella, 2018). To carry out the plan, the school principal and the authorities would have to create an educational program and hire a technology specialist who would assist staff members.
Identifying the scope of a problem includes distinguishing stakeholders and their impact. According to the National Education Association (n.d.) teachers, teacher unions, education support professionals, district and school leaders, students, families, policymakers, businesses, and community leaders are affected by the issue. This is supported by research from Kay and Laurciella (2018) and Petko et al. (2013), who point out possible adverse learning outcomes that are a result of improper implementation. The stakeholders can influence the choice of action by voicing their concerns and proposing an approach that would effectively resolve the issue. When structuring the problem statement, teachers should be prioritized because they carry out the policy requirements on a daily basis.
The inability to carry out the policy impairs teachers’ efforts to explain concepts to their students. Teacher unions and support professionals may understand the issue and try to communicate it to the policymakers to ensure that they are aware. Students and families are affected as they do not receive information in the ways, which are more effective when compared to standard teaching techniques. Businesses engaged in educational services and product development are unable to present a new technology for the school. Community leaders may be affected as they are responsible for having a “local economy that provides employment, affordable housing, human and social services” (National Education Association, n.d.). These services include providing proper education for people in the area.
Overall, the problem was stated clearly, and the authorities responsible for the implementation offered no solutions. The end goal of the policy change proposal is to ensure that teachers are comfortable with applying emerging technology in their practice. The number of stakeholders involved is significant; however, teachers are the primary group that has to be considered with this issue. Additionally, the problem affects society as a whole; therefore, proper changes should be made.
Literature Review on Educational Technology Issue
The educational field has transformed over the years due to various changes in regards to technology, new scientific discoveries emerged and approaches to education. Together with these changes, policies applied by government officials evolved to correspond to the contemporary setting. However, some strategies fail to provide teachers with means for their execution, which leads to additional stress and adverse learning outcomes for students. This paper aims to examine the relevant literature to determine the influence of emerging technology usage policy on teachers.
To understand the emerging technology policy correctly, one should examine procedures and research that preceded it. Rotolo et al. (2015) state that policymakers have shown significant interest in emerging technology over the last decades. The authors emphasize that there is a knowledge gap among scholars because no clear definition of emerging technology is in place. Rotolo et al. (2015) define the notion as such that has attributes of “radical novelty, relatively fast growth, coherence, prominent impact, and uncertainty” (p. 1827). Thus, it can be argued that a flexible policy that would allow the straightforward implementation of new guidelines for teachers is required to correspond with new technological advancements.
Understanding information that government officials use as a basis for a policy can facilitate its analysis. According to the Office of Educational Technology (2017), since 2010 the focus of government officials has shifted from the question of whether technology should be applied in classrooms to a discussion aimed at identifying means of its application. The current policies are based on empirical research which will be mentioned in the next section of the paper and focuses on examining whether technology can enhance the learning skills of students and in what ways this can be done.
This knowledge helps identify effective methods of teaching by using technology, for instance by introducing interactive applications that help learn mathematics or those that enhance an understanding of texts in literature lessons (“Literature apps, n.d.).
However, Kirkwood and Price (2013) and Jones, Bunting, and de Vries (2013) state that it is crucial to examine emerging technology before implementing it into education and consider prospects of the issue because it is currently not known whether the aspect can have a negative impact on children’s perception and development. The authors identify a variety of limitations including a lack of practical examples of application or long-term empirical research that can help understand whether all innovative technology can benefit the educational process, which can be determined through the researcher of technology usage in schools.
An essential aspect of any policy is its effectiveness and ability to fulfill identified goals. Lim, Zhao, Tondeur, Chai, and Tsai (2013) focus their research on investigating two primary aspects of emerging technology in schools, the usage gap, and outcomes. The study implies that schools do not apply emerging technology effectively because teachers do not use all reassess that the school in question has bought as they lack practical knowledge or support from professionals that would allow them to understand the devices and their integration into learning. Thus, the investments that are made for the cause do not present a similar return when compared to businesses that utilize technology in their operations.
The new emerging technology policy requires additional time for adjustment and preparation. According to Kay and Lauricella (2018), teachers who use apps in their lessons on average have to take an extra ten minutes to prepare for them. However, in this study, the participants were provided with additional learning materials such as instructions and presentations created by companies that sold these applications to schools.
Kay and Laurciella (2018) identified “difficulty level, technical issues, time, and clarity of explanations” as primary issues of the approach (p. 2057). The engagement of students has increased because the experience was interactive. Thus, the procedure allowed capturing the attention of students for a more extended period, which supports the claim that emerging technology can enhance learning outcomes.
Identifying components that ensure the efficient application of the approach in question is crucial. Petko, Prasse, and Cantieni (2018) state that several factors affect the outcomes of technology policy implementation in schools. The primary focus is on the readiness of teachers because the component influences a school’s willingness to utilize emerging technology in classrooms. Additionally, it is essential to understand the perceived skill level and personal beliefs of teachers in regards to technology application. Moreover, support from headmasters is as crucial as the school’s readiness regarding classroom resources.
According to Khalif (2018), “teachers’ attitudes are a significant factor in accepting or rejecting tablet use in classrooms” (p. 47). These include personal views as well as technical support that individuals can receive. Instructional assistance is cited as a crucial factor that enables teachers to use emerging technology in their lessons.
An assessment of teachers’ opinions can provide vital insight into the matter. O’Neil, Gibson, and Cotton (2017) state that although many teachers see benefits in technology usage at schools, they require additional guidance in the question such as an explanatory course to guide them through the specifics of innovative technology application. Participants of the study stated that technology is a valuable tool for both teaching and learning. However, they were unsure of the ways in which it could be appropriately integrated.
Proper guidance and preparation such as instructions, guidelines, on-site support, and courses designed to familiarize individuals with technology can support teachers in adjusting to a new policy by providing them with the necessary knowledge, skills, and confidence to use innovation in their classrooms. Francom and Moon (2018) dedicate their research to design a program, which would aid elementary school teachers to prepare for using emerging technology in their classes.
The participants of the study reported that the program assisted them in understanding the usage of technology better because they were attending educational sessions and talking to technology experts; thus, they were able to carry out the requirement of emerging technology usage in their practice. Additional benefits of the approach are the enhancement of “educational technology confidence and providing extra help” (Francom, & Moon, 2018, p. 423). The article suggests that teachers should be involved in additional activities, for instance, extra curriculum seminars, educational courses, or webinars, connected to technology understanding that would assist them in their work.
Overall, the conducted literature review indicates that the application of emerging technology in schools is a practical approach to teaching and learning. However, several factors influence policy implementation in practice because people may experience difficulties with technology usage. Teachers’ personal beliefs and attitudes, as well as their familiarity with technology, are among the crucial components for the proper execution of the strategy. In addition, support from school officials can have a beneficial impact on emerging technology applications.
Goal Statement
The proper statement of goals is vital for communicating a strategy associated with the policy change. A large number of teachers cannot adhere to the requirement of emerging technology use in schools because they are uncomfortable with applying it. Additionally, they experience pressure from authorities, which creates misunderstandings between them and the school administration. This paper aims to propose a goal for this technology policy that would mitigate issues and encourage teachers to explore the technology.
The primary goal of this change is to mitigate the adverse outcomes that were a result of improper policy planning and ensure that teachers are comfortable with using technology in their classrooms. Coherent policies should build sustainable systems that promote lifelong learning for both teachers and students (“Education policy and planning,” n.d.). It would allow school personnel to use emerging applications effectively.
Additionally, Akcaoglu, Gümüş, Bellibas, and Boyer (2015) state that the approach can help “prepare the youth for a technology-filled future” due to a connection between learning outcomes and methods used in lessons (p. 477). Three objectives were developed for this educational strategy to ensure its proper development. Those are implementing a learning course for teachers, assisting, and creating incentives encouraging teachers to explore new ways of using emergent technology in their lessons.
The learning course for teachers should ensure that they are comfortable with technological devises or applications and can use them in their practice. The course should be introductory and offer basic knowledge on how to integrate the policy requirement into lessons. According to Akcaoglu et al. (2015), most staff members in school were “not satisfied with the in-service training provided, especially in understanding ways to efficiently integrate the technologies into their teaching” (p. 477). Therefore, school authorities should dedicate more time to developing and implementing a training program that would prepare teachers and explain techniques they can use to integrate technology and make their lessons more interesting with it.
Assisting within a school would help teachers receive advice in cases when they are uncertain of particular aspects of technology. Davies and West (2014) state that future efforts within technology integration for learning should focus on providing access and training for both students and teachers. An essential aspect for teachers, in this case, is having a staff member that can answer questions or explain approaches to creating particular materials for a lesson. It would enhance the access because teachers would be able to use various tools with confidence and transfer their skills to their students.
In regards to creating incentives for teachers, those should ensure that they are encouraged to both use technology and explore new approaches to its application. According to Rushefsky (2017), those are crucial for both teachers and school principals, which is substantiated by various programs developed to reward schools were students perform well in educational activities. It would increase the confidence that teachers have with using multiple tools in their lessons. Preston et al. (2015) state that there is a necessity “for provincial and school district authorities to promote policies aimed at promoting e-leadership among teachers” (p. 989). This objective would help accomplish this by awarding outstanding individuals and highlighting their efforts.
Overall, to resolve the issue of teachers not being able to comply with the requirement of using emerging technology as part of their curriculum a new policy goal was introduced. It is aimed at enchasing the school personnel’s confidence and promoting the exploration of new approaches to applying the technology in classrooms. A training program should be developed, as well as on-site assistance within educational facilities. Additionally, the incentives program should be introduced to teachers.
Policy Alternatives and Recommendations
To identify alternatives for a strategy, one must analyze the current state of things and develop a process that would lead to the desired outcome. The policy in question is the emerging technology application by teachers, which leads to misunderstandings because they do not know how to integrate it into their classes and feel pressure from the administration. The outcome of the policy alternative is the mitigation of this adverse effect and efficient application of technology advancements in a school setting. This paper aims to offer three alternative policies that would address the issue of emerging technology applications in educational establishments.
The first strategy is to create a learning course for teachers that they can take before the beginning of a semester. Early introduced training program can minimize the fears that teachers can have regarding the problem (Fives, Gill, 2015) The lessons should include valuable information and practical advice on the technology in student’s education. The goal of this alternative is to raise the confidence of teachers in regards to technology, which would address the critical issue of the existing policy – insufficient application. According to Lynch (2017), a recommendation for this alternative would be to acquire “patience, professional trainers, and … one on one attention” (para. 10). The process should be designed to provide an adequate timeframe for people to adjust and understand specific programs.
The second strategy is to employ a technology specialist that would assist teachers when they need it. This alternative would target specifically those individuals who are unfamiliar with computers, smartphones, or tablets. This plan would address the problem of technology application of particular individuals, while not engaging those who already have the necessary skills. According to Yilmaz (2016), the recommendation for this ongoing support should focus on “establishing an atmosphere of trust and mutual respect among staff; consistently enforcing the school rules for students to maintain a safe and disciplined environment; and making a conscious effort to support teachers” (p. 150). It would ensure that the misunderstanding aspect of the issue is minimized.
The final strategy is aimed at incentivizing teachers to self-educate on the topic of technology use. The aspect would require a specific bonus that would be given to an individual. This plan would encourage learning for teachers, which would ensure that they are familiar with different approaches to technology and can learn new skills. According to Albion, Tondeur, Forkosh-Baruch, and Peeraer (2015), one of the methods for enhancing the technology confidence of teachers is based on professional development programs. The process will include an award a teacher can receive for the most creative integration of technology into teaching.
To choose one of the offered options one should create a scorecard in the form of a matrix that can help evaluate each alternative. Basic descriptions and types of mechanisms employed should be included in the analysis (Alexander, 2013). Additionally, the cost and feasibility of each approach should be weighted in this analysis. The plan will ensure that each component of the alternative options is considered and weighted, which will help determine the most effective strategy.
Overall, three alternative policies for emerging technology usage were proposed in this paper. Those are the development of teaching strategy, employing a technology specialist that would provide ongoing support, and establishing a program that would encourage self-learning for teachers. The mentioned strategies would ensure that misunderstanding between teachers and administration is minimized. Additionally, they would help mitigate the current fears associated with emerging technology applications.
Implementation Plan Outline
The final step of the project involves creating a brief description of policy change implementation that would help the school in question address emerging technology use concerns. Firstly, the principal and district administration should discuss the specifics of the educational program, including ways in which it will be facilitated, timeframe, and technology use aspects that require additional attention.
Teachers’ opinions can be assessed through a questioner to understand which issues would want to examine during their training, which would help design the curriculum appropriately. The combination of online webinars and onsite lessons can provide an opportunity for teachers to revisit some lessons online and communicate with their educator directly during training; thus maximizing the efficiency of the process.
Secondly, the school administration has to identify the number of financial resources and a source of financing for the program. Due to the fact that the district administration created the policy, it is possible that the authorities would be able to invest in teacher education. Additionally, the principal should dedicate a classroom and hire a technical professional that would create the curriculum and guide the teachers. This expert can further help by providing on-site assistance to the school personnel after the end of the training. The initiative should be carried out before the beginning of the school year to ensure that the educational process is not compromised and that teachers are fully prepared to implement the new strategies.
Finally, to properly guide the process and improve the efficiency of teacher learning outcomes monitoring should be applied. It can be done by assessing feedback form teachers to understand their attitude towards the program. The literature review part of this assignment provided an understanding that teachers are usually more confident using emerging technology after proper education, which is displayed in the paper by Kay and Lauricella (2018), However, during the training sessions the school personnel may discover specific issues that should be addressed in further courses. It will help improve the program and ensure that staff members are confident in incorporating emerging technology into their practice.
Evaluation of outcomes can be carried out by examining the results of the monitoring process. The results of the program should be compared to the goals and aims that were discussed in the paper to identify whether those were achieved. For this purpose, the school administration should carry out a summative evaluation after the end of the training sessions and study the confidence level and attitude of teachers towards innovation technology. It can be concluded that the implementation plan, monitoring process, and final evaluation can help ensure that the policy change is carried out correctly and that desired outcomes are achieved.
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