Professional Development:
Central among all problems is the lack of sufficient, ongoing professional development for teachers who need to incorporate emerging technology into their classrooms but are unprepared or incapable of understanding new technologies. All too often, when schools require the use of different technology, teachers are left without the resources (and sometimes expertise) to efficiently incorporate the new technologies into their teaching practices. Told by a dissertation writing service, the consequences are that new innovations are underutilized, not used at all.
Resistance To Change:
Resistance to change comes in several ways but one of the main aspects of resistance found in the study is "comfort with the status quo." According to researchers, teachers and school leaders still see technical innovation as beyond the reach of their job responsibilities.
MOOCs and Other New Models:
New in this year's study, new models for teaching and learning are generating "unprecedented competition for conventional school models." In particular, the MOOC (massive open online course) — possibly the hottest subject in higher education right now — has been described as "at the forefront" of discussions about new modes of delivery of K-12 education. Massive Open Online Courses (MOOCs) are, so to speak, the latest players on the education block, and are welcomed because many institutions of higher education have already adopted MOOCs and have seen success. Schools should look for ways to incorporate this concept so that education is more available.
Informal Learning Offers:
Unlike the number three above, learning models for lectures and exams struggle to encourage students to practice or take on informal learning. Informal learning is most commonly seen in non-traditional classroom environments such as flipped classrooms, which offer a mix of formal and informal learning and provide a far more non-traditional approach that incorporates technology into the core curriculum.
Personalized Training Failures:
There's a difference between the concept of customized personalized learning and the available tools to make it happen. Although K-12 teachers see the need for personalized learning, they do not have the resources or time at their fingertips to make it happen.
Failure To Use The Technology To Provide Successful Important Developmental Evaluations:
While testing has always been a significant driver of instructional practice and improvement, many teachers are now "teaching for the test." The curricula and ability sets have been adjusted to the needs of our community and, in effect, existing testing methods have become an antiquated evaluation. New technologies and our understanding of different patterns of learning need to play into the new way students are scored to understand the subject. Despite the increasing adoption of K-12 technologies, widespread implementation seems to present a problem in PhD thesis. Older teachers tend to lack an appreciation of the workings of modern technologies. This lack of comprehension is exasperated when an older teacher tries to instruct a student who has grown up using the technology. We've all seen videos of kids using an iPad on YouTube, we've all seen our grandparents struggle to grasp what an iPad is, or what it can do.
The study also described the innovations that would have a tangible impact on education in the next five hands, broken down by near-term (one year from now or sooner), mid-term (two to three years from now), and long-term (four to five years from now). Teachers must be comfortable in using emerging technology to teach "old" principles and, most importantly, how to apply them to the world today. There are some other challenges like, Budget limitations Inadequate professional training Teachers resistant to change Inadequate network infrastructure Unreliable device/software solutions There is no urgent need for more technology in the District Curriculum Systems.
