Any potential that technology has will not be realized unless teachers are prepared to use it

Any potential that technology has will not be realized unless teachers are prepared to use it


Teachers are increasingly expected to integrate technology into various aspects of their professional practice. Effective integration means enabling teachers to make their teaching practices more learner-centered; creating engaging and relevant learning environments; and preparing students with technological knowledge and skills. However, despite these expectations, teachers receive varying levels of support to improve their skills in information and communication technology (ICT) and use them to teach. On World Teachers Day, this blog explores the barriers in the way of teachers making the most of what technology has to offer.

One key barrier to effective use is a lack of access to infrastructure as the below figure from the 2023 GEM Report shows. In 2018, teachers in schools with a lack of digital infrastructure in OECD countries were seven percentage points less likely to feel that they could support student learning through the use of digital technology ‘quite a bit’ or ‘a lot’ than their peers in better equipped schools. More than half of teachers reported in the T4 survey that inadequate online access had hampered schools’ ability to provide quality education. Two in five teachers said they needed to bring their own digital devices to school to compensate for the lack of classroom resources. Almost a third of teachers reported their school only had one computer, laptop or tablet for educational use. 

 

Teachers are also often left out of decisions to select new digital technology, meaning it may be less likely to fit their needs: 45% of teachers from 94 countries participating in Education International’s Teaching with Tech study reported that their unions had not been consulted at all regarding the introduction of new digital technologies, while 29% had been consulted on ‘only a few aspects’. At the same time, 57% of respondents indicated that their unions had not been consulted on the digital technology they wanted. When schools and teachers are provided with equipment, teachers should also be supported to use them effectively: in the United States, schools often purchase expensive software licenses but do not invest in teacher training programmes due to budgetary constraints. 

Some teachers are hesitant or lack confidence in using technology.  

Only 43% of teachers in OECD countries felt well- or very well-prepared for using technology for teaching after their initial education or training. Teachers who felt they could support student learning using digital technology ‘quite a bit’ or ‘a lot’ were more likely to teach in private than in public schools. According to the 2018 TALIS, the more effective lower secondary school teachers felt in their own use of ICT, the more likely they were to let their students use technology for projects or class work. The 2018 ICILS found that 84% of teachers in the 13 participating education systems knew how to prepare lessons that involved the use of ICT by students, while just under 60% knew how to contribute to online discussions, collaborate with others on platforms (such as wikis or blogs) or through shared resources (such as Google Docs), and use a learning management system (such as Moodle, Blackboard or Edmodo). A knowledge gap with students may also lead teachers to limit their use of ICT in teaching. 

Among all the obstacles, the lack of training seems to be the most significant one as any potential that technology has will not be realized unless teachers are prepared to use it. The 2018 TALIS indicated that one in five lower secondary school teachers in OECD countries expressed a high need for professional development in ICT skills for teaching, making it the second most important area of training after support to learners with special needs. This need was confirmed by grade 4 mathematics and science teachers in the 2019 Trends in International Mathematics and Science Study: only 35% and 32%, respectively, reported participating in professional development in this area, the least common of all areas inquired. About half of grade 8 mathematics and science teachers received such training.  

Access to training is not enough. Training must be continuously evaluated and responsive to teacher needs. It also needs to be sustainable – a difficult task given the rapid changes that make programmes obsolete. Lastly, standards are needed to help teachers develop professional competence in technology.  

Governments and regional and international organizations have been developing teacher standards and competency frameworks to guide teacher development through training and coaching. According to the GEM Report’s PEER website for 211 education systems, 51% have set ICT standards for teachers in a competency framework, teacher training framework, development plan or strategy. European and Northern American countries have been the most proactive. It is estimated that 19% of countries with ICT standards have specified or readjusted the ICT skills expected of teachers since 2020 to reflect changes brought about by the COVID-19 disruption.  

Teachers need support and strong leadership to enhance their professional training opportunities 

Head teachers play a key role in setting the conditions for the integration of technology in schools, something that will be explored further in the 2024/5 Global Education Monitoring Report on leadership in education that will be launched in Fortaleza, Brazil at the end of this month. 

First, they support digital implementation following the expectations set in national plans. In Singapore, the Educational Technology Plan 2020–30 calls on head teachers to adopt a data-driven and learner-centred approach and to develop an environment that supports lifelong learning by integrating ICT at school and at home. In South Africa, the 2018 Professional Development Framework for Digital Learning requires head teachers to empower the school team in planning and implementing digital learning and to initiate collaborative teacher learning.  

Second, head teachers manage the digital infrastructure. Depending on their degree of autonomy, they may be responsible for purchasing, maintaining and renewing equipment licences. Third, they can create a culture of sharing and experimentation, for example supporting teachers, promoting good practice in the use of digital technology, and recognizing the time spent on digital integration. 

A sense of urgency appears to have grown during the COVID-19 pandemic, at least in countries that relied on digital learning. According to the European Commission’s SELFIE tool, just over half of upper secondary TVET teachers received support from their school leaders to try out new ways of teaching with digital technologies and to share their experiences with their colleagues. 

As one teacher told us in our research for the 2023 GEM Report, “Technology cannot replace a teacher, but in the hands of a teacher, technology can work miracles.” Today, as we celebrate Teachers’ Day let us remember to support them in their daily work. Technology is just a tool, but it can hold great potential for learning if teachers have access to devices, the confidence and training to use them and the leadership to guide them.



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